Teaching parallel programming to undergraduate CS students is a challenging task as many of the concepts are highly abstract and difficult to grasp. OpenMP is often used to simplify parallelization of programs by allowing one to incrementally parallelize using concise and expressive directives. Unfortunately, OpenMP is not available in Java natively. A basic support of OpenMP-like directives can, however, be obtained in Java using the Pyjama compiler and runtime. I report on my experience introducing parallel programming in Java with Pyjama in a small Data Structures class. The material is presented to students in the form of parallel programming patternlets embedded in an interactive notebook with which students can experiment. Formative and summative assessments of the module's effectiveness are performed. This pilot run of the module yielded mixed results, yet valuable insight was gained regarding possible future approaches.
{"title":"Teaching Parallel Programming with Java and Pyjama","authors":"Ruth Kurniawati","doi":"10.1145/3478432.3499115","DOIUrl":"https://doi.org/10.1145/3478432.3499115","url":null,"abstract":"Teaching parallel programming to undergraduate CS students is a challenging task as many of the concepts are highly abstract and difficult to grasp. OpenMP is often used to simplify parallelization of programs by allowing one to incrementally parallelize using concise and expressive directives. Unfortunately, OpenMP is not available in Java natively. A basic support of OpenMP-like directives can, however, be obtained in Java using the Pyjama compiler and runtime. I report on my experience introducing parallel programming in Java with Pyjama in a small Data Structures class. The material is presented to students in the form of parallel programming patternlets embedded in an interactive notebook with which students can experiment. Formative and summative assessments of the module's effectiveness are performed. This pilot run of the module yielded mixed results, yet valuable insight was gained regarding possible future approaches.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115163531","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Creating Leaders in Coding Kishoge was a pilot intervention thatwas designed to try to encourage lower second level female studentsto continue studying Computer Science (CS). Research has shownthat increasing access alone to CS does not necessarily broaden participation for females [1]. Compounding this problem, a lack ofvisible role models in the field may contribute to female studentsbeing unable to envisage themselves in a CS role, or indeed understand the types of roles that are available. In the late 2000s, an EU action group funded an initiative, "Science: It's a girl's thing!" which further alienated females from those critical STEM roles. In an attempt to address these issues and change perceptions of CS at a young age, females from industry provided mentorship for the female students. Early findings would suggest that female students are deciding not to partake in CS at second level before entering second level education.
{"title":"CLICK: A Mentoring Approach to Increasing Female Participation","authors":"Amanda O'Farrell, M. Griffin, Keith E. Nolan","doi":"10.1145/3478432.3499055","DOIUrl":"https://doi.org/10.1145/3478432.3499055","url":null,"abstract":"Creating Leaders in Coding Kishoge was a pilot intervention thatwas designed to try to encourage lower second level female studentsto continue studying Computer Science (CS). Research has shownthat increasing access alone to CS does not necessarily broaden participation for females [1]. Compounding this problem, a lack ofvisible role models in the field may contribute to female studentsbeing unable to envisage themselves in a CS role, or indeed understand the types of roles that are available. In the late 2000s, an EU action group funded an initiative, \"Science: It's a girl's thing!\" which further alienated females from those critical STEM roles. In an attempt to address these issues and change perceptions of CS at a young age, females from industry provided mentorship for the female students. Early findings would suggest that female students are deciding not to partake in CS at second level before entering second level education.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117238466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The covid pandemic took a tremendous toll on study abroad programs, which are a common hallmark experience in higher education. This adds another challenge for computer science (CS) and physics students for whom there were already few discipline-specific study abroad opportunities. In order to address this issue, we created a virtual, CS/physics-based, short-term study abroad course focused on the history and science of information in England. This work demonstrates that it is possible to offer engaging and immersive virtual travel courses and provides insight into their design and development.
{"title":"Developing and Implementing an Immersive Virtual Study Abroad Course on the History and Science of Information","authors":"James Butler, S. Khoja","doi":"10.1145/3478432.3499111","DOIUrl":"https://doi.org/10.1145/3478432.3499111","url":null,"abstract":"The covid pandemic took a tremendous toll on study abroad programs, which are a common hallmark experience in higher education. This adds another challenge for computer science (CS) and physics students for whom there were already few discipline-specific study abroad opportunities. In order to address this issue, we created a virtual, CS/physics-based, short-term study abroad course focused on the history and science of information in England. This work demonstrates that it is possible to offer engaging and immersive virtual travel courses and provides insight into their design and development.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121246635","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jennifer L. Chiu, Anita Crowder, D. Cormier, Sheila Mosby, Eric Bredder
This poster reports on a workshop to help elementary school teachers integrate culturally relevant computer science (CS) learning opportunities into their classrooms. Findings highlight the importance of facilitators to help teachers discuss cultural competence and the value of co-developed rubrics to evaluate lessons. The presentation will discuss results and share artifacts from the workshop.
{"title":"Co-Designing Learning Experiences to Support the Development of Culturally Relevant CS Lessons in Elementary Classrooms","authors":"Jennifer L. Chiu, Anita Crowder, D. Cormier, Sheila Mosby, Eric Bredder","doi":"10.1145/3478432.3499108","DOIUrl":"https://doi.org/10.1145/3478432.3499108","url":null,"abstract":"This poster reports on a workshop to help elementary school teachers integrate culturally relevant computer science (CS) learning opportunities into their classrooms. Findings highlight the importance of facilitators to help teachers discuss cultural competence and the value of co-developed rubrics to evaluate lessons. The presentation will discuss results and share artifacts from the workshop.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127505692","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Monica Mcgill, Jake Baskin, Miles G. Berry, Q. Burke, Leigh Ann Delyser, Shuchi Grover, Colleen M. Lewis, Briana B. Morrison, Davina Pruitt-Mentle
In this special session, we present tools and resources created from educational theory to make teaching and scholarship easier and more effective. Included in these resources are CS Teachers Association, CSforAll, CS Teaching Tips, CT Pathways Toolkit, EngageCSEdu, CS Assessments Hub, Cybersecurity, and CS Ed Research Resource Center. These tools/resources provide assistance at the district and school level (administrators, curriculum designers), classroom level (teachers), and researcher/evaluator level. In addition to these overviews, we will provide information on where to find them and will leave ample time for questions from attendees.
{"title":"K-12 Computing Education and Education Research Resources","authors":"Monica Mcgill, Jake Baskin, Miles G. Berry, Q. Burke, Leigh Ann Delyser, Shuchi Grover, Colleen M. Lewis, Briana B. Morrison, Davina Pruitt-Mentle","doi":"10.1145/3478432.3499035","DOIUrl":"https://doi.org/10.1145/3478432.3499035","url":null,"abstract":"In this special session, we present tools and resources created from educational theory to make teaching and scholarship easier and more effective. Included in these resources are CS Teachers Association, CSforAll, CS Teaching Tips, CT Pathways Toolkit, EngageCSEdu, CS Assessments Hub, Cybersecurity, and CS Ed Research Resource Center. These tools/resources provide assistance at the district and school level (administrators, curriculum designers), classroom level (teachers), and researcher/evaluator level. In addition to these overviews, we will provide information on where to find them and will leave ample time for questions from attendees.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125162887","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
During the Spring 2021 semester, stuck in quarantine due to the ongoing global pandemic, I decided I needed to do something completely different with my undergraduate-level Algorithms course. Tired of teaching via Zoom to little boxes, I recreated the entire course, inspired by my love of Escape Rooms and Alternate Reality Games. Connecting Canvas, Ohyay, and GradeScope with my own custom technology, I weaved a zany, video-based narrative whereby students would inevitably have to save me from my own Frankenstein's monster: an evil Intelligent Tutoring System named "AlgoTutorBot" who threatens not only the course, but the entire world! The learning experience incorporates a range of engaging assignments, available to external adopters. This includes not only programming problems and conventional algorithmic logic problems, but also a novel web application for experimenting with runtime analysis, an interactive point-and-click adventure for practicing graph algorithms, and an assignment framework for concretizing students' problem-solving process into tangible artifacts. There are also smaller assignments that would be easily adopted into a regular Algorithms course. This demo will show off the final version of the course and describe the lessons learned along the way. All resources and a walkthrough video of the experience are available at https://acbart.github.io/algotutorbot/
{"title":"Let's Learn Algorithms with AlgoTutorBot! An Entire Course as an Educational Escape Room","authors":"Austin Cory Bart","doi":"10.1145/3478432.3499262","DOIUrl":"https://doi.org/10.1145/3478432.3499262","url":null,"abstract":"During the Spring 2021 semester, stuck in quarantine due to the ongoing global pandemic, I decided I needed to do something completely different with my undergraduate-level Algorithms course. Tired of teaching via Zoom to little boxes, I recreated the entire course, inspired by my love of Escape Rooms and Alternate Reality Games. Connecting Canvas, Ohyay, and GradeScope with my own custom technology, I weaved a zany, video-based narrative whereby students would inevitably have to save me from my own Frankenstein's monster: an evil Intelligent Tutoring System named \"AlgoTutorBot\" who threatens not only the course, but the entire world! The learning experience incorporates a range of engaging assignments, available to external adopters. This includes not only programming problems and conventional algorithmic logic problems, but also a novel web application for experimenting with runtime analysis, an interactive point-and-click adventure for practicing graph algorithms, and an assignment framework for concretizing students' problem-solving process into tangible artifacts. There are also smaller assignments that would be easily adopted into a regular Algorithms course. This demo will show off the final version of the course and describe the lessons learned along the way. All resources and a walkthrough video of the experience are available at https://acbart.github.io/algotutorbot/","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114584987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
There is a well-known capacity crisis where the number of open faculty positions in CS far exceeds the number of qualified candidates. To meet this demand, institutions are increasingly turning to teaching-track positions whose responsibilities center on teaching. Hiring efforts, though, are stymied by the lack of direct pathways to prepare new post-secondary (i.e., college and university) instructors with adequate computing education and teaching experience. One solution is to create new degree programs targeted at post-secondary CS teaching. Here, we will focus on master's programs because of their shorter duration and increased accessibility to a more diverse set of candidates as well as the increasing acceptance of master's degrees for teaching-track positions. To the knowledge of the discussion leaders, no such program currently exists. This BOF will enable a discussion of how to design such a master's program, including topics such as program type, curriculum choices, admissions, and implementation - how to blend CS subject matter and pedagogical expertise with practical experience to meet the specific needs of post-secondary CS teachers.
{"title":"Designing a CS Master's Program for Post-Secondary Teaching","authors":"Justin Hsia, Josh Hug, Kendra Walther","doi":"10.1145/3478432.3499179","DOIUrl":"https://doi.org/10.1145/3478432.3499179","url":null,"abstract":"There is a well-known capacity crisis where the number of open faculty positions in CS far exceeds the number of qualified candidates. To meet this demand, institutions are increasingly turning to teaching-track positions whose responsibilities center on teaching. Hiring efforts, though, are stymied by the lack of direct pathways to prepare new post-secondary (i.e., college and university) instructors with adequate computing education and teaching experience. One solution is to create new degree programs targeted at post-secondary CS teaching. Here, we will focus on master's programs because of their shorter duration and increased accessibility to a more diverse set of candidates as well as the increasing acceptance of master's degrees for teaching-track positions. To the knowledge of the discussion leaders, no such program currently exists. This BOF will enable a discussion of how to design such a master's program, including topics such as program type, curriculum choices, admissions, and implementation - how to blend CS subject matter and pedagogical expertise with practical experience to meet the specific needs of post-secondary CS teachers.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116850375","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As society moves closer to fully autonomous vehicles, it must eventually make vehicles work together. This would reduce traffic jams, reduce cost of trips, reduce overall travel time, reduce the environmental impact, and reduce the number of casualties to traffic. [1] However, society's focus has mostly gone towards making the vehicles autonomous and not towards making a system that would manage a set of robo-taxis. This gap in research should be thoroughly explored because although autonomous vehicles are safer, they are not necessarily more efficient in reducing traffic jams and the cost of trips. [6] There have been many promising studies in tackling individual issues that such a system would face. These include finding an efficient route from point A to point B [2, 3], optimizing intersections [4], tackling road hazards [6], and more. By combining many preexisting algorithms into one system, Celer attempts to optimize traffic flow in New York City and explore the problem of car interconnectivity. Celer is able to reconstruct a map of New York City and uses taxi data from 2015 to simulate real world conditions. Overall, Celer improved trip time and profits substantially and showed a promising solution to the fleet management problem.
{"title":"Celer: A Smart Fleet Management System (Optimizing Traffic Flow in New York City)","authors":"Ugo Dos Reis, Maheen Ferdousi, Ilir Dema","doi":"10.1145/3478432.3499212","DOIUrl":"https://doi.org/10.1145/3478432.3499212","url":null,"abstract":"As society moves closer to fully autonomous vehicles, it must eventually make vehicles work together. This would reduce traffic jams, reduce cost of trips, reduce overall travel time, reduce the environmental impact, and reduce the number of casualties to traffic. [1] However, society's focus has mostly gone towards making the vehicles autonomous and not towards making a system that would manage a set of robo-taxis. This gap in research should be thoroughly explored because although autonomous vehicles are safer, they are not necessarily more efficient in reducing traffic jams and the cost of trips. [6] There have been many promising studies in tackling individual issues that such a system would face. These include finding an efficient route from point A to point B [2, 3], optimizing intersections [4], tackling road hazards [6], and more. By combining many preexisting algorithms into one system, Celer attempts to optimize traffic flow in New York City and explore the problem of car interconnectivity. Celer is able to reconstruct a map of New York City and uses taxi data from 2015 to simulate real world conditions. Overall, Celer improved trip time and profits substantially and showed a promising solution to the fleet management problem.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129958117","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Each year, we graduate a fair number of students with college degrees in computing-related disciplines. Each year, we lose a fair number of students out of the discipline. We spend a good deal of time focusing on what is causing students to leave or fail. We do not spend a lot of time focusing on the learning journey and supporting students throughout their transformative experiences. Threshold concepts are those concepts or learning experiences which define the overall disciplinary learning journey, enabling the learner to see from a new perspective, participate in discourse previously unavailable to them, and engage with the world from a transformed frame of understanding. They are often those concepts difficult for students to understand within a discipline such as "personhood' in Philosophy, 'gravity' in Physics, or 'limit' in Mathematics. As a result of this transformation and the resultant traversal of a liminal state, elements of an identity developed. In this poster, we present our current work identifying potential threshold concepts experienced by intermediate computer science students and consider the impact of these concepts on their development of an identity within computer science.
{"title":"Exploring Threshold Concepts for Intermediate Students","authors":"B. McSkimming, Adrienne Decker","doi":"10.1145/3478432.3499041","DOIUrl":"https://doi.org/10.1145/3478432.3499041","url":null,"abstract":"Each year, we graduate a fair number of students with college degrees in computing-related disciplines. Each year, we lose a fair number of students out of the discipline. We spend a good deal of time focusing on what is causing students to leave or fail. We do not spend a lot of time focusing on the learning journey and supporting students throughout their transformative experiences. Threshold concepts are those concepts or learning experiences which define the overall disciplinary learning journey, enabling the learner to see from a new perspective, participate in discourse previously unavailable to them, and engage with the world from a transformed frame of understanding. They are often those concepts difficult for students to understand within a discipline such as \"personhood' in Philosophy, 'gravity' in Physics, or 'limit' in Mathematics. As a result of this transformation and the resultant traversal of a liminal state, elements of an identity developed. In this poster, we present our current work identifying potential threshold concepts experienced by intermediate computer science students and consider the impact of these concepts on their development of an identity within computer science.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128519278","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Lijun Ni, Gillian Bausch, Bernardo Feliciano, Hsien-Yuan Hsu, F. Martin
This poster shares our experience of engaging middle school teachers in a collaborative design of a computer science and digital literacy (CSDL) curriculum through a researcher and practitioner partnership (RPP) among two public universities and three urban school districts in the Northeast USA. The project used the co-design approach to facilitate curriculum development and foster professional learning. In this poster, we introduce the co-design process, the developed curriculum, and teachers' professional learning experiences. Preliminary results indicate that the co-design approach supplemented with one-one-on coaching has not only facilitated the curriculum development but also fostered professional learning and collective capacity building for CS education.
{"title":"Supporting Teacher Professional Learning and Curriculum Implementation Through Collaborative Curriculum Design","authors":"Lijun Ni, Gillian Bausch, Bernardo Feliciano, Hsien-Yuan Hsu, F. Martin","doi":"10.1145/3478432.3499118","DOIUrl":"https://doi.org/10.1145/3478432.3499118","url":null,"abstract":"This poster shares our experience of engaging middle school teachers in a collaborative design of a computer science and digital literacy (CSDL) curriculum through a researcher and practitioner partnership (RPP) among two public universities and three urban school districts in the Northeast USA. The project used the co-design approach to facilitate curriculum development and foster professional learning. In this poster, we introduce the co-design process, the developed curriculum, and teachers' professional learning experiences. Preliminary results indicate that the co-design approach supplemented with one-one-on coaching has not only facilitated the curriculum development but also fostered professional learning and collective capacity building for CS education.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129139762","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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