Data quality is important to analytics; data preparation usually involves data cleaning and is often the most time-consuming part of analytics projects. When the topic is left to the discretion of individual courses in an analytics program, students often end up with light exposure to the topic. Instead, a course on data quality in analytics has been designed and implemented. Organized in eight modules, the first part of the course covers data preparation and preprocessing. This prepares students with the ability to tackle real datasets in other analytics courses. The second part covers analytics for data quality where algorithms for detecting and resolving data quality issues are covered. The third part addresses large scale and engineering issues of analytics practice where data collection needs to be managed and data quality tasks must be part of the pipeline.
{"title":"A Course on Data Quality in Analytics","authors":"Hongwei Zhu","doi":"10.1145/3478432.3499100","DOIUrl":"https://doi.org/10.1145/3478432.3499100","url":null,"abstract":"Data quality is important to analytics; data preparation usually involves data cleaning and is often the most time-consuming part of analytics projects. When the topic is left to the discretion of individual courses in an analytics program, students often end up with light exposure to the topic. Instead, a course on data quality in analytics has been designed and implemented. Organized in eight modules, the first part of the course covers data preparation and preprocessing. This prepares students with the ability to tackle real datasets in other analytics courses. The second part covers analytics for data quality where algorithms for detecting and resolving data quality issues are covered. The third part addresses large scale and engineering issues of analytics practice where data collection needs to be managed and data quality tasks must be part of the pipeline.","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":"130808067","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}
RoboScape Online is a robotics simulation platform designed to reduce the barriers to entry for teachers to use robots as an educational tool in their classrooms. With simulated robots in a shared virtual 3D environment, students can be provided with "hardware" at no cost, no maintenance required, and free for them to "take home" while simultaneously collaborating with peers anywhere in the world. The environment supports remote, hybrid and in- person learning equally well. Programming support is provided through NetsBlox, a block-based programming environment, creating a novice-friendly experience while providing strong distributed computing and collaboration tools. Existing curricula focused on computational thinking and cybersecurity in NetsBlox have been used with physical robots for several years. These activities have been recreated with virtual robots, and the exact same code works in the simulated environment as well. However, virtual robots and their environments aren't limited to only the same experiences as before. New robots can be designed equipped with sensors and actuators previously infeasible for classroom use, giving students more interesting "missions" to work on solutions to. The software is open source, with free servers available, and tools are also provided to create new scenarios and environments. Handouts explaining the basics of the RoboScape environment will be provided. A computer with a web browser is required to use the software.
{"title":"Shared Virtual Worlds for Accessible Classroom Robotics","authors":"Gordon Stein, Á. Lédeczi","doi":"10.1145/3478432.3499259","DOIUrl":"https://doi.org/10.1145/3478432.3499259","url":null,"abstract":"RoboScape Online is a robotics simulation platform designed to reduce the barriers to entry for teachers to use robots as an educational tool in their classrooms. With simulated robots in a shared virtual 3D environment, students can be provided with \"hardware\" at no cost, no maintenance required, and free for them to \"take home\" while simultaneously collaborating with peers anywhere in the world. The environment supports remote, hybrid and in- person learning equally well. Programming support is provided through NetsBlox, a block-based programming environment, creating a novice-friendly experience while providing strong distributed computing and collaboration tools. Existing curricula focused on computational thinking and cybersecurity in NetsBlox have been used with physical robots for several years. These activities have been recreated with virtual robots, and the exact same code works in the simulated environment as well. However, virtual robots and their environments aren't limited to only the same experiences as before. New robots can be designed equipped with sensors and actuators previously infeasible for classroom use, giving students more interesting \"missions\" to work on solutions to. The software is open source, with free servers available, and tools are also provided to create new scenarios and environments. Handouts explaining the basics of the RoboScape environment will be provided. A computer with a web browser is required to use the software.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"84 19 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":"130749176","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}
Neil C. C. Brown, Michael Kölling, Charalampos Kyfonidis, Pierre Weill-Tessier
Interesting ideas for computing education research often involve analysis of source code written by beginners. The process is often difficult to carry out: data must be collected from learners and then the code must be analysed. This can be daunting and time-intensive. In this workshop we will show how to get started with syntactic source analysis using a pre-provided data set and an easier analysis technique. The dataset is Blackbox Mini; the Blackbox project has been collecting data from Java novices for the last eight years and a subset of the data, named Blackbox Mini, has been extracted into a SrcML data format. SrcML is an XML-based format for storing program code so that the syntax tree can be navigated using existing powerful XML libraries. This makes source code analysis easier and more accessible to a wider audience. Attendees at the workshop will learn how to use SrcML to work with the Blackbox Mini data set, including basic statistics gathering, and basic syntactic source code analysis. As a result, attendees will be able to design and execute their own source-based research studies. Attendees should bring their own device with an SSH client installed.
{"title":"Getting Started with Source Code Analysis for Programming Education Research","authors":"Neil C. C. Brown, Michael Kölling, Charalampos Kyfonidis, Pierre Weill-Tessier","doi":"10.1145/3478432.3499166","DOIUrl":"https://doi.org/10.1145/3478432.3499166","url":null,"abstract":"Interesting ideas for computing education research often involve analysis of source code written by beginners. The process is often difficult to carry out: data must be collected from learners and then the code must be analysed. This can be daunting and time-intensive. In this workshop we will show how to get started with syntactic source analysis using a pre-provided data set and an easier analysis technique. The dataset is Blackbox Mini; the Blackbox project has been collecting data from Java novices for the last eight years and a subset of the data, named Blackbox Mini, has been extracted into a SrcML data format. SrcML is an XML-based format for storing program code so that the syntax tree can be navigated using existing powerful XML libraries. This makes source code analysis easier and more accessible to a wider audience. Attendees at the workshop will learn how to use SrcML to work with the Blackbox Mini data set, including basic statistics gathering, and basic syntactic source code analysis. As a result, attendees will be able to design and execute their own source-based research studies. Attendees should bring their own device with an SSH client installed.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"33 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":"132834806","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 poster describes a CUNY wide project that offered faculty "mini-grants" to update and/or create courses that included content in Public Interest Technology. All content created was shared as Open Educational Resources. Sixteen faculty projects involving 24 faculty members across six City University of New York (CUNY) campuses were involved in creating PIT curricula. To date, 45 pieces of curricula have been deposited into CUNY's OER repository. Curricula spanned a wide breadth of topics, including physics, organic chemistry, engineering for public good, to name a few. PIT OER was downloaded 2,200 times across 96 countries.
{"title":"Curricula Design in Public Interest Tech Using OER","authors":"Susan P. Imberman","doi":"10.1145/3478432.3499105","DOIUrl":"https://doi.org/10.1145/3478432.3499105","url":null,"abstract":"This poster describes a CUNY wide project that offered faculty \"mini-grants\" to update and/or create courses that included content in Public Interest Technology. All content created was shared as Open Educational Resources. Sixteen faculty projects involving 24 faculty members across six City University of New York (CUNY) campuses were involved in creating PIT curricula. To date, 45 pieces of curricula have been deposited into CUNY's OER repository. Curricula spanned a wide breadth of topics, including physics, organic chemistry, engineering for public good, to name a few. PIT OER was downloaded 2,200 times across 96 countries.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"162 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":"133550751","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}
Kendra Walther, Adam Blank, Michael A. Ball, Suraj Rampure
Demand for computer science teaching faculty is skyrocketing. In response, many colleges and universities are beginning to advertise for and hire teaching candidates without a PhD. In this panel, we discuss our experiences as faculty in this position and explore how we can promote and support the important contributions that non-PhD faculty have on students. Throughout this interactive panel, we will engage in-person and virtual participants from all levels of higher education to discuss the experiences surrounding teaching track faculty without a PhD. Additionally we will reflect and envision how our community can systematically support and create alternative paths within academia that will allow potential faculty to earn a terminal Master's degree and learn how to be effective teachers at the same time.
{"title":"A New Class of Teaching-Track Faculty: No Ph.D. Required","authors":"Kendra Walther, Adam Blank, Michael A. Ball, Suraj Rampure","doi":"10.1145/3478432.3499227","DOIUrl":"https://doi.org/10.1145/3478432.3499227","url":null,"abstract":"Demand for computer science teaching faculty is skyrocketing. In response, many colleges and universities are beginning to advertise for and hire teaching candidates without a PhD. In this panel, we discuss our experiences as faculty in this position and explore how we can promote and support the important contributions that non-PhD faculty have on students. Throughout this interactive panel, we will engage in-person and virtual participants from all levels of higher education to discuss the experiences surrounding teaching track faculty without a PhD. Additionally we will reflect and envision how our community can systematically support and create alternative paths within academia that will allow potential faculty to earn a terminal Master's degree and learn how to be effective teachers at the same time.","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":"131267314","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}
Piotr Milczarski, Norbert Borowski, A. Hłobaż, Michał Beczkowski
Teaching Computer Science (CS) students game development and cooperation with the clients is challenging. It demands to use the project ideas that are quite novel and can be used e.g. for the local society. It is also connected with using other subjects but it should stress soft-skills development, teamwork, and cooperation with the product owner. In the paper, we show the results of implementing in three courses that lasted altogether one year in a group of 18 CS students from mobile applications specialization. The students worked on four projects predefined during the online GGULIVRR event in 2020. After one year, they prepared in an Agile/ incremental way the projects that will be used by the city of Lodz (Poland) or in the company, etc.
{"title":"From the Game Ideas Prototypes to their Final Versions using International Intensive Project Results","authors":"Piotr Milczarski, Norbert Borowski, A. Hłobaż, Michał Beczkowski","doi":"10.1145/3478432.3499137","DOIUrl":"https://doi.org/10.1145/3478432.3499137","url":null,"abstract":"Teaching Computer Science (CS) students game development and cooperation with the clients is challenging. It demands to use the project ideas that are quite novel and can be used e.g. for the local society. It is also connected with using other subjects but it should stress soft-skills development, teamwork, and cooperation with the product owner. In the paper, we show the results of implementing in three courses that lasted altogether one year in a group of 18 CS students from mobile applications specialization. The students worked on four projects predefined during the online GGULIVRR event in 2020. After one year, they prepared in an Agile/ incremental way the projects that will be used by the city of Lodz (Poland) or in the company, etc.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"48 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":"115616960","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}
L. Swackhamer, Terina-Jasmine Alladin, Hana Memon, Amy J. Ko, S. Wein
The pressing need to produce more computer science graduates in the United States to meet the ever-growing number of open computing and technology jobs, and the lack of parity in gender representation necessitates identifying measures to help retain and support more seekers of computer science majors. Fostering a strong sense of belonging to the field of computing has been shown to increase persistence in the major, particularly for women and people of color. In this panel, we will discuss techniques for building community along with personal experiences regarding the impact of having and also lacking that community. Current research on belonging and its impact on persistence will also be presented.
{"title":"Belonging in Computing: The Contribution of Gender-based Community Building","authors":"L. Swackhamer, Terina-Jasmine Alladin, Hana Memon, Amy J. Ko, S. Wein","doi":"10.1145/3478432.3499226","DOIUrl":"https://doi.org/10.1145/3478432.3499226","url":null,"abstract":"The pressing need to produce more computer science graduates in the United States to meet the ever-growing number of open computing and technology jobs, and the lack of parity in gender representation necessitates identifying measures to help retain and support more seekers of computer science majors. Fostering a strong sense of belonging to the field of computing has been shown to increase persistence in the major, particularly for women and people of color. In this panel, we will discuss techniques for building community along with personal experiences regarding the impact of having and also lacking that community. Current research on belonging and its impact on persistence will also be presented.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"42 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":"115624710","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}
We use "unplugged" activities to introduce parallel concepts in a first-year seminar for Computer Science majors. Student teams explore parallel approaches to computational tasks. Pre- and post-activity surveys, and a reflection paper, measure the impact of these activities on students' views about parallel programming. Our goal is to encourage parallel thinking about programming tasks before sequential approaches become ingrained. Computer Science curricula have traditionally focused on sequential approaches to programming, which were well matched to earlier computer systems. However, current systems almost all use multiprocessor CPUs, and are frequently used in clusters or networks of multiple computers. Recent curricular guidelines from organizations such as ACM and ABET recommend exposure to parallel computing concepts.
{"title":"Unplugged Parallelism for First-Year CS Majors","authors":"B. Anthony, D. C. Erdil, O. Glebova, R. Montante","doi":"10.1145/3478432.3499051","DOIUrl":"https://doi.org/10.1145/3478432.3499051","url":null,"abstract":"We use \"unplugged\" activities to introduce parallel concepts in a first-year seminar for Computer Science majors. Student teams explore parallel approaches to computational tasks. Pre- and post-activity surveys, and a reflection paper, measure the impact of these activities on students' views about parallel programming. Our goal is to encourage parallel thinking about programming tasks before sequential approaches become ingrained. Computer Science curricula have traditionally focused on sequential approaches to programming, which were well matched to earlier computer systems. However, current systems almost all use multiprocessor CPUs, and are frequently used in clusters or networks of multiple computers. Recent curricular guidelines from organizations such as ACM and ABET recommend exposure to parallel computing concepts.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"34 5 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":"124267446","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}
Interest in computer-based assessment has increased in recent years, most certainly due to a shift to online learning due to the COVID pandemic. Instructors are creating questiongenerators for Computer Science classes on PrairieLearn (PL), an open-source platform developed at the University of Illinois at Urbana-Champaign PrairieLearn. The software generates differentvariants of each question to students through randomization. The challenge up to now has been that automatically graded coding problems in RISC-V or Snap!, some of the significant languages used in undergraduate Computer Science courses at our university, weren't possible to do within the software. Thequestion could be displayed, but then the student would have to load their favorite integrated development environment (IDE), code it up, and thenreturn to PL to upload their solution. This poster discusses our approach to embedding interactive development environments for Venus (RISC-V) and Snap! directly into PrairieLearn, so students never have to leave the browser tab!
{"title":"Seamless Embedding of Programming IDEs into Computer-Based Testing Software","authors":"Abel Yagubyan, D. Garcia","doi":"10.1145/3478432.3499122","DOIUrl":"https://doi.org/10.1145/3478432.3499122","url":null,"abstract":"Interest in computer-based assessment has increased in recent years, most certainly due to a shift to online learning due to the COVID pandemic. Instructors are creating questiongenerators for Computer Science classes on PrairieLearn (PL), an open-source platform developed at the University of Illinois at Urbana-Champaign PrairieLearn. The software generates differentvariants of each question to students through randomization. The challenge up to now has been that automatically graded coding problems in RISC-V or Snap!, some of the significant languages used in undergraduate Computer Science courses at our university, weren't possible to do within the software. Thequestion could be displayed, but then the student would have to load their favorite integrated development environment (IDE), code it up, and thenreturn to PL to upload their solution. This poster discusses our approach to embedding interactive development environments for Venus (RISC-V) and Snap! directly into PrairieLearn, so students never have to leave the browser tab!","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"6 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":"114493263","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}
Odds are we've all used (or tried!) quite a few tools to facilitate efficiency inside and outside of the classroom and empower students to learn more effectively, whether on campus or off. Some of those tools are perhaps homegrown and unique to one's own institution, but freely available educational technologies abound as well, some in the cloud, some for Macs and PCs, some open-source. And quite a few commercial tools offer free or discounted educational plans as well. In this BoF, we'll begin with a whirlwind tour of the tools we ourselves use, identifying the problems they solve and how well, then quickly open the floor to everyone to share their favorites as well. Along the way, we'll jot down every tool mentioned and share the results. With educational technology an evergreen landscape, this year's list will surely be different from last! Attendees should exit this session with a better understanding of the current landscape, familiarized with innovations they can bring back to their own classes (whether high school, undergraduate, or graduate), without reinventing wheels themselves.
{"title":"Birds of a Feather Who'd Like to Share Software Together: Teaching Tools that Improve Efficiency and Outcomes","authors":"D. Malan, D. Lloyd, Carter Zenke","doi":"10.1145/3478432.3499168","DOIUrl":"https://doi.org/10.1145/3478432.3499168","url":null,"abstract":"Odds are we've all used (or tried!) quite a few tools to facilitate efficiency inside and outside of the classroom and empower students to learn more effectively, whether on campus or off. Some of those tools are perhaps homegrown and unique to one's own institution, but freely available educational technologies abound as well, some in the cloud, some for Macs and PCs, some open-source. And quite a few commercial tools offer free or discounted educational plans as well. In this BoF, we'll begin with a whirlwind tour of the tools we ourselves use, identifying the problems they solve and how well, then quickly open the floor to everyone to share their favorites as well. Along the way, we'll jot down every tool mentioned and share the results. With educational technology an evergreen landscape, this year's list will surely be different from last! Attendees should exit this session with a better understanding of the current landscape, familiarized with innovations they can bring back to their own classes (whether high school, undergraduate, or graduate), without reinventing wheels themselves.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"15 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":"117153854","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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