Parallel and distributed computing (PDC) has become pervasive in all aspects of computing, and thus it is essential that students include parallelism and distribution in the computational thinking that they apply to problem solving, from the very beginning. Computer science education is still teaching to a 20th century model of algorithmic problem solving. Sequence, branch, and loop are taught in our early courses as the only organizing principles needed for algorithms, and we invest considerable time in showing how best to sequentially process large volumes of data. All computing devices that students use currently have multiple cores as well as GPU in many cases. Most of their favorite applications use multiple cores and numbers of distributed processors. Often concurrency offers simpler solutions than sequential approaches. ACM and ABET have recommended including PDC in the undergraduate CS curriculum. However, we are still teaching them to solve problems using sequential thinking. In this workshop we overview the key PDC concepts and provide examples of how they may naturally be incorporated in early CS classes. We will introduce plugged and unplugged curriculum modules that have been successfully integrated in existing CS classes at multiple institutions. We will highlight the upcoming summer training that we are organizing, for which we have funding to support attendance.
{"title":"Integrating Parallel and Distributed Computing in Early CS Courses","authors":"S. Ghafoor, S. Prasad, Charles Weems","doi":"10.1145/3478432.3499155","DOIUrl":"https://doi.org/10.1145/3478432.3499155","url":null,"abstract":"Parallel and distributed computing (PDC) has become pervasive in all aspects of computing, and thus it is essential that students include parallelism and distribution in the computational thinking that they apply to problem solving, from the very beginning. Computer science education is still teaching to a 20th century model of algorithmic problem solving. Sequence, branch, and loop are taught in our early courses as the only organizing principles needed for algorithms, and we invest considerable time in showing how best to sequentially process large volumes of data. All computing devices that students use currently have multiple cores as well as GPU in many cases. Most of their favorite applications use multiple cores and numbers of distributed processors. Often concurrency offers simpler solutions than sequential approaches. ACM and ABET have recommended including PDC in the undergraduate CS curriculum. However, we are still teaching them to solve problems using sequential thinking. In this workshop we overview the key PDC concepts and provide examples of how they may naturally be incorporated in early CS classes. We will introduce plugged and unplugged curriculum modules that have been successfully integrated in existing CS classes at multiple institutions. We will highlight the upcoming summer training that we are organizing, for which we have funding to support attendance.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"87 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":"116632284","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}
If states are to foster an environment in which all students have opportunities to thrive in computer science (CS), policy action will help create the conditions for success. Interviews with 20 individuals involved in the CS education policy process help to illuminate several factors that have facilitated California's recent policy successes, including: 1) support from influential stakeholders, including "CS champions" and diverse coalitions, 2) exposure to information for policymakers, and 3) alignment of CS education with policymaker values. The interviews also suggest three lessons learned about shaping CS education policy moving forward. First, the availability of funding for CS education plays a powerful role in supporting or inhibiting policy progress. Second, the COVID-19 pandemic disrupted CS education growth, but it also presents opportunities for progress if educators can foster understanding of and commitment to what CS entails. Finally, work to build and sustain stakeholder support for CS education policy efforts will shape the future success of those efforts.
{"title":"Computer Science Education Policy: What California Can Tell Us about Contributing Factors to Success and Opportunities for Further Progress","authors":"J. Knudson, Candice Handjojo, Ashley Sunde","doi":"10.1145/3478432.3499096","DOIUrl":"https://doi.org/10.1145/3478432.3499096","url":null,"abstract":"If states are to foster an environment in which all students have opportunities to thrive in computer science (CS), policy action will help create the conditions for success. Interviews with 20 individuals involved in the CS education policy process help to illuminate several factors that have facilitated California's recent policy successes, including: 1) support from influential stakeholders, including \"CS champions\" and diverse coalitions, 2) exposure to information for policymakers, and 3) alignment of CS education with policymaker values. The interviews also suggest three lessons learned about shaping CS education policy moving forward. First, the availability of funding for CS education plays a powerful role in supporting or inhibiting policy progress. Second, the COVID-19 pandemic disrupted CS education growth, but it also presents opportunities for progress if educators can foster understanding of and commitment to what CS entails. Finally, work to build and sustain stakeholder support for CS education policy efforts will shape the future success of those efforts.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"28 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":"116801547","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}
This lightning talk presents insights from preliminary research on attitudes toward executable exams in an Introduction to Computer Science (CS1) course. In an executable exam, during the exam, students work on a computer in a designated programming environment that enables them to compile their code and run unit tests. Although this exam format is authentic and resembles the way students work during their studies and in the industry, it is not a popular format. We implemented executable exams in the 2021 Winter semester final exam and explored the attitudes toward executable exams of three main groups - students, course staff, and industry representatives. In addition, we collected and analyzed data from high school CS teachers, CS and EE students from other academic institutions and CS lecturers around the world. The attitudes are categorized into three aspects: pedagogical, technical and psychological. All groups expressed concerns regarding technical problems related to computer malfunction and plagiarism. In addition, the course staff and the students expressed concern about the change in the exam format. The groups' attitudes are supported by the pedagogical advantages and disadvantages of executable exams they pointed out.
{"title":"Are Executable Exams Executable?","authors":"Yael Erez, O. Hazzan","doi":"10.1145/3478432.3499236","DOIUrl":"https://doi.org/10.1145/3478432.3499236","url":null,"abstract":"This lightning talk presents insights from preliminary research on attitudes toward executable exams in an Introduction to Computer Science (CS1) course. In an executable exam, during the exam, students work on a computer in a designated programming environment that enables them to compile their code and run unit tests. Although this exam format is authentic and resembles the way students work during their studies and in the industry, it is not a popular format. We implemented executable exams in the 2021 Winter semester final exam and explored the attitudes toward executable exams of three main groups - students, course staff, and industry representatives. In addition, we collected and analyzed data from high school CS teachers, CS and EE students from other academic institutions and CS lecturers around the world. The attitudes are categorized into three aspects: pedagogical, technical and psychological. All groups expressed concerns regarding technical problems related to computer malfunction and plagiarism. In addition, the course staff and the students expressed concern about the change in the exam format. The groups' attitudes are supported by the pedagogical advantages and disadvantages of executable exams they pointed out.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"18 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":"121889883","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}
Bryan Twarek, Colleen M. Lewis, A. Joseph, Charity Freeman, T. Lash, Mariam Saffar Perez
Have you ever frozen-not knowing what to say-when you heard a biased comment from a student or colleague? It is challenging to interrupt microaggressions and respond to biased beliefs in the moment, but practice helps people become more comfortable and confident. In this special session, teams from the CSTA Equity Fellowship and CSTeachingTips.org will demonstrate an activity that invites participants to discuss how they would respond to different tricky situations related to bias. Participants will directly engage in the activity and learn how they can use it in ongoing professional development for K-12 computer science teachers.
{"title":"Tricky Situations: How Would You Respond to Different Biased Situations?","authors":"Bryan Twarek, Colleen M. Lewis, A. Joseph, Charity Freeman, T. Lash, Mariam Saffar Perez","doi":"10.1145/3478432.3499028","DOIUrl":"https://doi.org/10.1145/3478432.3499028","url":null,"abstract":"Have you ever frozen-not knowing what to say-when you heard a biased comment from a student or colleague? It is challenging to interrupt microaggressions and respond to biased beliefs in the moment, but practice helps people become more comfortable and confident. In this special session, teams from the CSTA Equity Fellowship and CSTeachingTips.org will demonstrate an activity that invites participants to discuss how they would respond to different tricky situations related to bias. Participants will directly engage in the activity and learn how they can use it in ongoing professional development for K-12 computer science teachers.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"14 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":"125731094","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}
Many computer science departments have chosen to hire faculty to teach in teaching-track positions that parallel the standard tenure-track position, providing the possibility of promotion, longer-term contracts, and higher pay for excellence in teaching and service. This birds-of-a-feather is designed to gather educators, both experienced and new to teaching track positions, who are currently in such a position to share their experiences as members of the faculty of their departments and schools, and to provide opportunities for schools considering such positions to gather information. This year, we plan on discussing challenges we face in continuing- / post-COVID-19 classrooms, and lessons-learned from over a year of pandemic teaching. We will also celebrate our teaching and career successes from the past two years of teaching.
{"title":"Teaching Track Faculty in Computer Science","authors":"C. Gregg, L. Strange","doi":"10.1145/3478432.3499169","DOIUrl":"https://doi.org/10.1145/3478432.3499169","url":null,"abstract":"Many computer science departments have chosen to hire faculty to teach in teaching-track positions that parallel the standard tenure-track position, providing the possibility of promotion, longer-term contracts, and higher pay for excellence in teaching and service. This birds-of-a-feather is designed to gather educators, both experienced and new to teaching track positions, who are currently in such a position to share their experiences as members of the faculty of their departments and schools, and to provide opportunities for schools considering such positions to gather information. This year, we plan on discussing challenges we face in continuing- / post-COVID-19 classrooms, and lessons-learned from over a year of pandemic teaching. We will also celebrate our teaching and career successes from the past two years of teaching.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"117 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":"126033506","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}
S. Seibel, N. Veilleux, Tabitha Miles, Rachel Beaulieu
Computing professions are increasingly accessible through alternate educational pathways in addition to traditional undergraduate Computer Science bachelor's degrees (CSBach). In particular, coding bootcamps (CBC) are now widespread. In 2020, 42% of entry-level technology professionals entered the USA job market through the CBC pathway (25K CBC vs 34K CSBach). Despite the influx of CBC graduates, current literature lacks insight into technology professionals' retrospective thoughts on their chosen educational paths. In particular, what paths might a bootcamp graduate have taken with respect to their undergraduate degree? Would a CSBach graduate choose a CBC instead? During semi-structured interviews, a group of similar age, gender balanced CSBach (N=12) and CBC (N=19) graduates currently working in the technology industry were asked if they would have skipped college for a CBC. Upon reflection, the CSBach participants would repeat their undergraduate degrees and majors. Of the fourteen bootcamp graduates who also held non-CS bachelor's degrees, eight reported that they would not have forgone their undergraduate experience but would have instead majored in CS (N=7) or taken CS classes (N=1). Of the remaining six bootcamp graduates who completed college, three would have bypassed college in lieu of a CBC and three were unsure. Finally, the five CBC graduates who did not attend (N=2) or complete (N=3) college would still not obtain any bachelor's degree. Regardless of current considerations, however, CBC graduates felt no more unprepared than their CSBach peers.
除了传统的本科计算机科学学士学位(CSBach)之外，计算机专业越来越多地通过其他教育途径获得。特别是，编码训练营(CBC)现在很普遍。2020年，42%的入门级技术专业人员通过CBC途径进入美国就业市场(25K CBC vs 34K CSBach)。尽管CBC毕业生大量涌入，但目前的文献缺乏对技术专业人员对其选择的教育路径的回顾性思考的洞察力。特别是，一个训练营的毕业生可能会采取什么样的途径来获得他们的本科学位?CSBach毕业生会选择CBC吗?在半结构化访谈中，一组年龄相近、性别均衡的CSBach (N=12)和CBC (N=19)毕业生被问及他们是否会为了CBC而放弃大学学业。经过反思，CSBach参与者会重复他们的本科学位和专业。在14名同时拥有非计算机科学学士学位的训练营毕业生中，有8名报告说他们不会放弃本科经历，而是会主修计算机科学(N=7)或参加计算机科学课程(N=1)。在剩下的6名完成大学学业的训练营毕业生中，有3名没有通过大学考试，而有3名不确定。最后，五名没有上大学(N=2)或没有完成大学(N=3)的CBC毕业生仍然没有获得任何学士学位。然而，抛开目前的考虑不谈，CBC的毕业生并不比CSBach的同龄人感到更没有准备。
{"title":"Reflections on Educational Choices Made by Coding Bootcamp and Computer Science Graduates","authors":"S. Seibel, N. Veilleux, Tabitha Miles, Rachel Beaulieu","doi":"10.1145/3478432.3499090","DOIUrl":"https://doi.org/10.1145/3478432.3499090","url":null,"abstract":"Computing professions are increasingly accessible through alternate educational pathways in addition to traditional undergraduate Computer Science bachelor's degrees (CSBach). In particular, coding bootcamps (CBC) are now widespread. In 2020, 42% of entry-level technology professionals entered the USA job market through the CBC pathway (25K CBC vs 34K CSBach). Despite the influx of CBC graduates, current literature lacks insight into technology professionals' retrospective thoughts on their chosen educational paths. In particular, what paths might a bootcamp graduate have taken with respect to their undergraduate degree? Would a CSBach graduate choose a CBC instead? During semi-structured interviews, a group of similar age, gender balanced CSBach (N=12) and CBC (N=19) graduates currently working in the technology industry were asked if they would have skipped college for a CBC. Upon reflection, the CSBach participants would repeat their undergraduate degrees and majors. Of the fourteen bootcamp graduates who also held non-CS bachelor's degrees, eight reported that they would not have forgone their undergraduate experience but would have instead majored in CS (N=7) or taken CS classes (N=1). Of the remaining six bootcamp graduates who completed college, three would have bypassed college in lieu of a CBC and three were unsure. Finally, the five CBC graduates who did not attend (N=2) or complete (N=3) college would still not obtain any bachelor's degree. Regardless of current considerations, however, CBC graduates felt no more unprepared than their CSBach peers.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"373 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":"121752800","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}
Aayush Shah, Alan Lee, Chris Chi, Ruiwei Xiao, Pranav Sukumar, Jesus Villalobos, D. Garcia
With many institutions forced online due to the pandemic, assessments became a challenge for many educators. Take-home exams provided the flexibility required for varied student needs (and time zones), but they were vulnerable to cheating. In response, many turned to tools that could present a different exam for every student. PrairieLearn is a feature-rich open-source package that allows educators to author randomized Question Generators; we have been using the tool extensively for the last two years, and it has a fast-growing educator user base. One of the first issues we noticed with the system was that the only way to quality assure (QA) a question was to click the new variant button, which would spin whatever internal random number generators were used again to produce a new question. Sometimes it was the same one you had just seen, and other times it would never seem to "hit'' on the variant you were looking to debug. This poster describes our team's work to solve this problem through the design of an API that would allow a question to declare how many total variants it had, and be asked to render variant i. The user interface could then be extended to list what variant the QA team was viewing out of the total (e.g., 7/50), and a next, previous and go to a particular variant buttons would allow for the team to easily QA all variants.
{"title":"Improved Testing of PrairieLearn Question Generators","authors":"Aayush Shah, Alan Lee, Chris Chi, Ruiwei Xiao, Pranav Sukumar, Jesus Villalobos, D. Garcia","doi":"10.1145/3478432.3499113","DOIUrl":"https://doi.org/10.1145/3478432.3499113","url":null,"abstract":"With many institutions forced online due to the pandemic, assessments became a challenge for many educators. Take-home exams provided the flexibility required for varied student needs (and time zones), but they were vulnerable to cheating. In response, many turned to tools that could present a different exam for every student. PrairieLearn is a feature-rich open-source package that allows educators to author randomized Question Generators; we have been using the tool extensively for the last two years, and it has a fast-growing educator user base. One of the first issues we noticed with the system was that the only way to quality assure (QA) a question was to click the new variant button, which would spin whatever internal random number generators were used again to produce a new question. Sometimes it was the same one you had just seen, and other times it would never seem to \"hit'' on the variant you were looking to debug. This poster describes our team's work to solve this problem through the design of an API that would allow a question to declare how many total variants it had, and be asked to render variant i. The user interface could then be extended to list what variant the QA team was viewing out of the total (e.g., 7/50), and a next, previous and go to a particular variant buttons would allow for the team to easily QA all variants.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"38 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":"122387585","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}
This workshop introduces Process Oriented Guided Inquiry Learning (POGIL) to anyone who teaches CS or related subjects. In a POGIL classroom, teams of 3-4 learners work on activities with a particular structure based on learning cycles. Through scripted inquiry and investigation, learners discover concepts and construct their own knowledge. Using assigned team roles and other scaffolding, learners develop process skills and individual responsibility. The teacher is not a lecturer, but an active facilitator who helps all students to be engaged and achieve the learning objectives. POGIL is an evidence-based approach that has been shown to improve student performance significantly. Workshop participants will work through POGIL activities as students and complete meta-activities designed to introduce core POGIL concepts, practices, and benefits. We will share POGIL materials for a variety of CS courses. For more information, see http://IntroCSpogil.org and http://pogil.org, where you will find activities for CS1, CS2, and other courses.
{"title":"Guiding Students to Discover CS Concepts and Develop Process Skills Using POGIL","authors":"O. Glebova, Kendra Walther, Clifton Kussmaul","doi":"10.1145/3478432.3499151","DOIUrl":"https://doi.org/10.1145/3478432.3499151","url":null,"abstract":"This workshop introduces Process Oriented Guided Inquiry Learning (POGIL) to anyone who teaches CS or related subjects. In a POGIL classroom, teams of 3-4 learners work on activities with a particular structure based on learning cycles. Through scripted inquiry and investigation, learners discover concepts and construct their own knowledge. Using assigned team roles and other scaffolding, learners develop process skills and individual responsibility. The teacher is not a lecturer, but an active facilitator who helps all students to be engaged and achieve the learning objectives. POGIL is an evidence-based approach that has been shown to improve student performance significantly. Workshop participants will work through POGIL activities as students and complete meta-activities designed to introduce core POGIL concepts, practices, and benefits. We will share POGIL materials for a variety of CS courses. For more information, see http://IntroCSpogil.org and http://pogil.org, where you will find activities for CS1, CS2, and other courses.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"36 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":"124887817","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}
Aleata Hubbard Cheuoua, Bryan Twarek, E. Campos, Amy Fetherston, Yvonne S. Kao, Linnea Logan
There is a burgeoning population of new CS teachers who are looking for additional support in their first few years of teaching, particularly around equitable and inclusive pedagogy. At the same time, there are a sizable number of teachers with multiple years of CS teaching experience who are looking for growth opportunities without taking on new courses. To address these needs, we are designing an innovative, equity-focused peer mentorship program for high school CS teachers. Mentors and mentees work together to support the mentee in identifying and achieving goals aligned to three of the CSTA Standards for CS Teachers: equity and inclusion, instructional design, and classroom practice. Mentors are provided with training and participate in a monthly community of practice focused on effective mentoring. The poster will share findings from our first year of implementation as well as examples of the materials we developed to support mentors and mentees.
{"title":"Equity-focused Peer Mentoring for High School CS Teachers","authors":"Aleata Hubbard Cheuoua, Bryan Twarek, E. Campos, Amy Fetherston, Yvonne S. Kao, Linnea Logan","doi":"10.1145/3478432.3499060","DOIUrl":"https://doi.org/10.1145/3478432.3499060","url":null,"abstract":"There is a burgeoning population of new CS teachers who are looking for additional support in their first few years of teaching, particularly around equitable and inclusive pedagogy. At the same time, there are a sizable number of teachers with multiple years of CS teaching experience who are looking for growth opportunities without taking on new courses. To address these needs, we are designing an innovative, equity-focused peer mentorship program for high school CS teachers. Mentors and mentees work together to support the mentee in identifying and achieving goals aligned to three of the CSTA Standards for CS Teachers: equity and inclusion, instructional design, and classroom practice. Mentors are provided with training and participate in a monthly community of practice focused on effective mentoring. The poster will share findings from our first year of implementation as well as examples of the materials we developed to support mentors and mentees.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"97 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":"124689082","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}
Jaemarie Solyst, Tara Nkrumah, A. Stewart, Amanda Buddemeyer, Erin Walker, A. Ogan
Computer science (CS) education is an important subject for K-12 students in an increasingly computational world. However, common CS education practices may not be inclusive of all learners. Culturally responsive computing (CRC) initiatives aim to center and empower learners from diverse and historically excluded backgrounds. With a sudden shift to online learning, virtual educational experiences have been developed. We describe three main findings from running three iterations of an online synchronous CRC camp for middle school girls, which are: (1) Integration of power, identity, and CS concepts, (2) Participation in CS vs. power and identity activities based on learners' backgrounds, and (3) Adjusting instructor expectations about learner engagement to be more open-ended.
{"title":"Insights from Virtual Culturally Responsive Computing Camps","authors":"Jaemarie Solyst, Tara Nkrumah, A. Stewart, Amanda Buddemeyer, Erin Walker, A. Ogan","doi":"10.1145/3478432.3499136","DOIUrl":"https://doi.org/10.1145/3478432.3499136","url":null,"abstract":"Computer science (CS) education is an important subject for K-12 students in an increasingly computational world. However, common CS education practices may not be inclusive of all learners. Culturally responsive computing (CRC) initiatives aim to center and empower learners from diverse and historically excluded backgrounds. With a sudden shift to online learning, virtual educational experiences have been developed. We describe three main findings from running three iterations of an online synchronous CRC camp for middle school girls, which are: (1) Integration of power, identity, and CS concepts, (2) Participation in CS vs. power and identity activities based on learners' backgrounds, and (3) Adjusting instructor expectations about learner engagement to be more open-ended.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"66 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":"125066137","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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