P. Anderson, Emanuelle Burton, Jaye Nias, Marty J. Wolf
Responsible Computer Science (RCS) requires that students experience aspects of RCS in just about every CS course they take. It must be embedded across the curriculum, and it is the responsibility of all CS faculty to be part of the delivery of RCS. The purpose of this panel is to expand the community of practice around delivering RCS, so that students better understand how the integration of computing-related technologies into our daily lives has shifted the kinds of power and reach they have, both as individuals and in collective groups. Thus, we welcome those educators who are hesitant or are uncertain about adopting RCS into their teaching. To ease this adoption, we understand responsible computer science as broadly as possible and use it as an umbrella term that includes computing ethics, professionalism, computing for good, inclusive computing, diversity and inclusion in CS, security, safety, and computing for justice, just to name a few. The panelists, who have been collaborating on a project as part of the Mozilla Foundation Responsible CS project, will address concerns faculty have when incorporating RCS in their teaching, challenges faced when encouraging involvement of more CS faculty in the teaching of RCS, the value and need for interdisciplinary collaboration, and the value of grounding (or not) the delivery of some modules in ethical theories. Panelists will offer suggestions for moving toward a CS curriculum that embeds RCS modules and address issues that audience members raise.
{"title":"Moving Toward a Responsible CS Curriculum: Every Course Has a Role to Play","authors":"P. Anderson, Emanuelle Burton, Jaye Nias, Marty J. Wolf","doi":"10.1145/3478432.3499231","DOIUrl":"https://doi.org/10.1145/3478432.3499231","url":null,"abstract":"Responsible Computer Science (RCS) requires that students experience aspects of RCS in just about every CS course they take. It must be embedded across the curriculum, and it is the responsibility of all CS faculty to be part of the delivery of RCS. The purpose of this panel is to expand the community of practice around delivering RCS, so that students better understand how the integration of computing-related technologies into our daily lives has shifted the kinds of power and reach they have, both as individuals and in collective groups. Thus, we welcome those educators who are hesitant or are uncertain about adopting RCS into their teaching. To ease this adoption, we understand responsible computer science as broadly as possible and use it as an umbrella term that includes computing ethics, professionalism, computing for good, inclusive computing, diversity and inclusion in CS, security, safety, and computing for justice, just to name a few. The panelists, who have been collaborating on a project as part of the Mozilla Foundation Responsible CS project, will address concerns faculty have when incorporating RCS in their teaching, challenges faced when encouraging involvement of more CS faculty in the teaching of RCS, the value and need for interdisciplinary collaboration, and the value of grounding (or not) the delivery of some modules in ethical theories. Panelists will offer suggestions for moving toward a CS curriculum that embeds RCS modules and address issues that audience members raise.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"31 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":"117133373","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}
Mounting evidence shows that distribution enforcing grading schemes that rank students undermine learning. Alternative assessment schemes such as specifications grading, ungrading, and competency-based grading center learning and create a more equitable learning environment. However, to implement such a shift in a course requires a bigger lift from instructors. Students enter our courses expecting certain things; the long-term benefits of more equitable, learning-centered grading schemes can be clouded by the initial anxiety about encountering something new. In this BoF, we will create a space for instructors to discuss their fears, challenges, and solutions in adopting assessment practices and strategies, from the assignment level to the course level, that aligns with learning and equity. In particular, we will focus on discussing how to communicate the need for and benefits of said practices to students, and how these practices can help shift students' attention away from their grades and toward their learning.
{"title":"Communicating Alternative Grading Schemes: How to Shift Students' Attention to Their Learning from Grades","authors":"Sarah E. Brown, Victoria C. Chávez","doi":"10.1145/3478432.3499200","DOIUrl":"https://doi.org/10.1145/3478432.3499200","url":null,"abstract":"Mounting evidence shows that distribution enforcing grading schemes that rank students undermine learning. Alternative assessment schemes such as specifications grading, ungrading, and competency-based grading center learning and create a more equitable learning environment. However, to implement such a shift in a course requires a bigger lift from instructors. Students enter our courses expecting certain things; the long-term benefits of more equitable, learning-centered grading schemes can be clouded by the initial anxiety about encountering something new. In this BoF, we will create a space for instructors to discuss their fears, challenges, and solutions in adopting assessment practices and strategies, from the assignment level to the course level, that aligns with learning and equity. In particular, we will focus on discussing how to communicate the need for and benefits of said practices to students, and how these practices can help shift students' attention away from their grades and toward their learning.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"8 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":"117221311","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}
A Historically Black College or University (HBCU) hosted a virtual supplemental learning program to expose underrepresented minority and low-income youth to game development via Construct 3: Game Making Software. The program implemented a hybrid need-based admissions model that compared paid, subsidized, and free virtual outreach participation among underrepresented minority (URM) and low-income adolescents. Due to the program's unique distinctions: a virtual learning environment amid COVID-19, African American undergraduate instructors, and its need-based admissions model, it is unclear which factors directly affected student participation. Future directions include investigating what factors contributed to participation rates, obtaining student and parent feedback, and comparing this program to summer programs for underrepresented students.
一所历史悠久的黑人学院或大学(HBCU)举办了一项虚拟补充学习计划，通过Construct 3: game Making Software向未被充分代表的少数族裔和低收入青年展示游戏开发。该项目实施了一种基于需求的混合招生模式，比较了弱势群体(URM)和低收入青少年的付费、补贴和免费虚拟外展参与。由于该项目的独特之处在于:新冠疫情期间的虚拟学习环境、非裔美国本科生导师以及基于需求的招生模式，目前尚不清楚哪些因素直接影响了学生的参与。未来的方向包括调查影响参与率的因素，获得学生和家长的反馈，并将该项目与代表性不足的学生的暑期项目进行比较。
{"title":"The Effect of Program Cost on Minority Student Virtual Computing Outreach Participation","authors":"Kaylah Mackroy, Whitney Nelson, Kinnis Gosha","doi":"10.1145/3478432.3499128","DOIUrl":"https://doi.org/10.1145/3478432.3499128","url":null,"abstract":"A Historically Black College or University (HBCU) hosted a virtual supplemental learning program to expose underrepresented minority and low-income youth to game development via Construct 3: Game Making Software. The program implemented a hybrid need-based admissions model that compared paid, subsidized, and free virtual outreach participation among underrepresented minority (URM) and low-income adolescents. Due to the program's unique distinctions: a virtual learning environment amid COVID-19, African American undergraduate instructors, and its need-based admissions model, it is unclear which factors directly affected student participation. Future directions include investigating what factors contributed to participation rates, obtaining student and parent feedback, and comparing this program to summer programs for underrepresented students.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"30 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":"124030500","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 field of computer graphics has seen the rapid development of a class of solutions to difficult inverse problems such as determining 3D structure and view-dependent properties of an object from a sparse set of images. The Neural Lumigraph Rendering (NLR) approach disentangles geometry and appearance into two separate implicit neural representations, leveraging the unique fitting capabilities of sinusoidal representation networks (SIRENs), and then exports the result into a mesh with the unstructured lumigraph rendering technique for real-time rendering. While this technique presents robust reconstruction and synthesis quality, the problem of modelling illumination and reflectance properties in Neural Lumigraph Renderers has not yet been treated. We propose a straightforward modification of the NLR neural pipeline, dubbed rho-NLR, which demonstrates the robust capabilities of the NLR structure for high-fidelity view synthesis while allowing controllable illumination. By altering the appearance model to output the coefficients of a reflectance distribution function in a finite spherical harmonic basis, we obtain a lightweight representation which requires one small matrix multiplication per pixel to evaluate, allowing for dynamic scene relighting which is real-time within a given viewpoint. Finally, we publish an open-source implementation of Neural Lumigraph Rendering in TensorFlow 2.5.0, as well as our own rho-NLR.
{"title":"Rho-NLR: A Neural Lumigraph Renderer with Controllable Illumination","authors":"Laura Perkins","doi":"10.1145/3478432.3499204","DOIUrl":"https://doi.org/10.1145/3478432.3499204","url":null,"abstract":"The field of computer graphics has seen the rapid development of a class of solutions to difficult inverse problems such as determining 3D structure and view-dependent properties of an object from a sparse set of images. The Neural Lumigraph Rendering (NLR) approach disentangles geometry and appearance into two separate implicit neural representations, leveraging the unique fitting capabilities of sinusoidal representation networks (SIRENs), and then exports the result into a mesh with the unstructured lumigraph rendering technique for real-time rendering. While this technique presents robust reconstruction and synthesis quality, the problem of modelling illumination and reflectance properties in Neural Lumigraph Renderers has not yet been treated. We propose a straightforward modification of the NLR neural pipeline, dubbed rho-NLR, which demonstrates the robust capabilities of the NLR structure for high-fidelity view synthesis while allowing controllable illumination. By altering the appearance model to output the coefficients of a reflectance distribution function in a finite spherical harmonic basis, we obtain a lightweight representation which requires one small matrix multiplication per pixel to evaluate, allowing for dynamic scene relighting which is real-time within a given viewpoint. Finally, we publish an open-source implementation of Neural Lumigraph Rendering in TensorFlow 2.5.0, as well as our own rho-NLR.","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":"129769222","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}
Frieda McAlear, I. H. M. Horses, M. Casao, R. Luebker
Despite more than a decade of efforts to broaden participation in computing, Native students and girls are alarmingly underrepresented in computer science (CS) education. Addressing the disparities in access to rigorous, college preparatory CS education in Native communities requires tribe-specific culturally relevant and revitalizing pedagogical and curricular approaches. This panel highlights the work of Native computing educators to center, celebrate, and connect Native students' and girls' tribe-specific culture and languages to fundamental computing concepts and applications.
{"title":"Code Red: Culturally Revitalizing Computing Courses in Native American-Serving Schools","authors":"Frieda McAlear, I. H. M. Horses, M. Casao, R. Luebker","doi":"10.1145/3478432.3499232","DOIUrl":"https://doi.org/10.1145/3478432.3499232","url":null,"abstract":"Despite more than a decade of efforts to broaden participation in computing, Native students and girls are alarmingly underrepresented in computer science (CS) education. Addressing the disparities in access to rigorous, college preparatory CS education in Native communities requires tribe-specific culturally relevant and revitalizing pedagogical and curricular approaches. This panel highlights the work of Native computing educators to center, celebrate, and connect Native students' and girls' tribe-specific culture and languages to fundamental computing concepts and applications.","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":"128293869","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}
Research on novice programmers has focused heavily on identifying errors and misconceptions and helping novices to correct them. In contrast, there is a sparse but growing effort into helping students to evaluate and improve the quality of their code once it is functionally correct. One way to improve quality is to simplify code structure by getting rid of poorly written code patterns, or so called code smells. Although code smells for software developers are well catalogued, novices exhibit a different range of code smells compared to experts. A catalogue of novices' code smells and their transformations will help instructors to discuss code quality issues with their students. Smells related to conditional expressions and conditional statements have been reported both in novice and expert studies. Our poster focuses on lesser-known novice code smells related to iteration from the literature and it also introduces a new iterative pattern, named "AskFirstOrLast", and how to refactor it.
{"title":"Are We There Yet? Novices' Code Smells linked to Loop Constructs","authors":"C. Izu, Shrey Chandra","doi":"10.1145/3478432.3499064","DOIUrl":"https://doi.org/10.1145/3478432.3499064","url":null,"abstract":"Research on novice programmers has focused heavily on identifying errors and misconceptions and helping novices to correct them. In contrast, there is a sparse but growing effort into helping students to evaluate and improve the quality of their code once it is functionally correct. One way to improve quality is to simplify code structure by getting rid of poorly written code patterns, or so called code smells. Although code smells for software developers are well catalogued, novices exhibit a different range of code smells compared to experts. A catalogue of novices' code smells and their transformations will help instructors to discuss code quality issues with their students. Smells related to conditional expressions and conditional statements have been reported both in novice and expert studies. Our poster focuses on lesser-known novice code smells related to iteration from the literature and it also introduces a new iterative pattern, named \"AskFirstOrLast\", and how to refactor it.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"57 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":"128632239","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}
Charles B. Hodges, Mete Akcaoglu, Andrew A. Allen, Selçuk Doğan
Teacher self-efficacy (SE) has been observed to be an 'important construct for Computer Science (CS) teachers' professional development because it can predict both teaching behaviors as well as student outcomes" [1]. The purpose of the present study was to investigate teacher CS SE during a two-year federally funded professional development (PD) and curriculum development project for middle school teachers incorporating game-design and the Unity development platform. The research question investigated is: How does teacher self-efficacy for teaching computer science via game design with the Unity game development platform change during a year-long PD program? Investigations of teacher SE for teaching CS have resulted in some surprising results. For example, it has been reported that - There were no differences in self-efficacy based on teachers' overall level of experience, despite previous findings that teacher self-efficacy is related to amount of experience" and "no differences in self-efficacy related to the teachers' own level of experience with CS" [2], thus further study of CS teacher SE is warranted. Participants in this study were six middle school teachers from four middle schools in the southeastern United States. They participated in a year-long PD program learning the Unity game development platform, elements of game design, and foundations of learner motivation. Guided reflective journaling was used to track the teachers' SE during the first year of the project. Teachers completed journal prompts at four intervals. Prompts consisted of questions like "How do you currently feel about your ability to facilitate student learning with Unity?" and "Are you confident that you can implement the materials the way the project team has planned for them to be implemented?" Prior to beginning the project participants expressed confidence in being able to facilitate student learning after participating in the planned professional development, but there was some uneasiness about learning and using Unity. From a SE perspective their responses make sense, as all of the participants are experienced teachers and should have confidence in their general ability to teach. However, since Unity is a new programming environment for all of the teachers, they did not have the prior experience necessary to have a high degree of confidence that they could successfully use it with their students.
{"title":"Teacher Self-efficacy During Professional Development for Game Design and Unity","authors":"Charles B. Hodges, Mete Akcaoglu, Andrew A. Allen, Selçuk Doğan","doi":"10.1145/3478432.3499039","DOIUrl":"https://doi.org/10.1145/3478432.3499039","url":null,"abstract":"Teacher self-efficacy (SE) has been observed to be an 'important construct for Computer Science (CS) teachers' professional development because it can predict both teaching behaviors as well as student outcomes\" [1]. The purpose of the present study was to investigate teacher CS SE during a two-year federally funded professional development (PD) and curriculum development project for middle school teachers incorporating game-design and the Unity development platform. The research question investigated is: How does teacher self-efficacy for teaching computer science via game design with the Unity game development platform change during a year-long PD program? Investigations of teacher SE for teaching CS have resulted in some surprising results. For example, it has been reported that - There were no differences in self-efficacy based on teachers' overall level of experience, despite previous findings that teacher self-efficacy is related to amount of experience\" and \"no differences in self-efficacy related to the teachers' own level of experience with CS\" [2], thus further study of CS teacher SE is warranted. Participants in this study were six middle school teachers from four middle schools in the southeastern United States. They participated in a year-long PD program learning the Unity game development platform, elements of game design, and foundations of learner motivation. Guided reflective journaling was used to track the teachers' SE during the first year of the project. Teachers completed journal prompts at four intervals. Prompts consisted of questions like \"How do you currently feel about your ability to facilitate student learning with Unity?\" and \"Are you confident that you can implement the materials the way the project team has planned for them to be implemented?\" Prior to beginning the project participants expressed confidence in being able to facilitate student learning after participating in the planned professional development, but there was some uneasiness about learning and using Unity. From a SE perspective their responses make sense, as all of the participants are experienced teachers and should have confidence in their general ability to teach. However, since Unity is a new programming environment for all of the teachers, they did not have the prior experience necessary to have a high degree of confidence that they could successfully use it with their students.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"72 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":"127086221","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}
Initiatives addressing issues of Women in Computing (WiC) at FSC has been inconsistent in the last decade. As a response, two faculty have worked with student leaders to reinstantiate the WiC student club during the COVID19 pandemic. Re-instituting the club has raised some questions that are not entirely pandemic related. FSC is primarily a commuter college within the larger NY State university system, where 90% of the 10,000 enrolled commute. Computer Systems enrollment is consistently 90% male and 10% female. Since student clubs are vital for the social climate and student engagement of a college campus, women-focused student clubs are especially important to create a supportive atmosphere and camaraderie among the women students enrolled in the computing programs. In this BoF, the facilitators look forward to collaborating with colleagues/student leaders who have experience and interest in advising/running student clubs. The facilitators would also like to explore more deeply on topics of working with student leaders, examining the role of faculty advisors for student clubs, and welcome insight and perspectives of students who are involved with student clubs. The facilitators will share and solicit input on the unique challenges of commuter colleges where there is a shortage of student leaders that have the time and the mindset for running student clubs.
{"title":"Mentoring a Women in Computing Student Club: The Good, The Bad, and The Ugly","authors":"M. Villani, I. Aydin","doi":"10.1145/3478432.3499186","DOIUrl":"https://doi.org/10.1145/3478432.3499186","url":null,"abstract":"Initiatives addressing issues of Women in Computing (WiC) at FSC has been inconsistent in the last decade. As a response, two faculty have worked with student leaders to reinstantiate the WiC student club during the COVID19 pandemic. Re-instituting the club has raised some questions that are not entirely pandemic related. FSC is primarily a commuter college within the larger NY State university system, where 90% of the 10,000 enrolled commute. Computer Systems enrollment is consistently 90% male and 10% female. Since student clubs are vital for the social climate and student engagement of a college campus, women-focused student clubs are especially important to create a supportive atmosphere and camaraderie among the women students enrolled in the computing programs. In this BoF, the facilitators look forward to collaborating with colleagues/student leaders who have experience and interest in advising/running student clubs. The facilitators would also like to explore more deeply on topics of working with student leaders, examining the role of faculty advisors for student clubs, and welcome insight and perspectives of students who are involved with student clubs. The facilitators will share and solicit input on the unique challenges of commuter colleges where there is a shortage of student leaders that have the time and the mindset for running student clubs.","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":"127475375","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 Computer Science Curricula 2013 (CS2013) approaches its 10th anniversary plans are underway to update this important document. The CS202X task force started these efforts in Spring 2021. The aim of this session is to seek feedback from the community on a draft of the Software Engineering (SE) knowledge area. As Dave Parnas once said, "Software Engineering is the multi-person construction of multi-version programs," it is distinct from programming by virtue of being acutely impacted by issues of time (compatibility, versioning, version skew, schema evolution) and coordination or teamwork (communication, coordination, planning, etc). These are challenging issues to convey effectively given classroom practicalities, but it is essential for our graduates that go on to industry roles to have some awareness of these matters. We hope that by hosting a BoF at SIGCSE we can gather input from current instructors, especially to hear what is and is not working well from the CS2013 guidelines. We also hope such a BoF session can serve as a networking session for educators and education-aligned industry representatives so that we have a better feedback loop as Software Engineering practices evolve.
{"title":"Community Input for CS202X: Software Engineering","authors":"Titus Winters, Brett A. Becker, C. Servin","doi":"10.1145/3478432.3499188","DOIUrl":"https://doi.org/10.1145/3478432.3499188","url":null,"abstract":"As Computer Science Curricula 2013 (CS2013) approaches its 10th anniversary plans are underway to update this important document. The CS202X task force started these efforts in Spring 2021. The aim of this session is to seek feedback from the community on a draft of the Software Engineering (SE) knowledge area. As Dave Parnas once said, \"Software Engineering is the multi-person construction of multi-version programs,\" it is distinct from programming by virtue of being acutely impacted by issues of time (compatibility, versioning, version skew, schema evolution) and coordination or teamwork (communication, coordination, planning, etc). These are challenging issues to convey effectively given classroom practicalities, but it is essential for our graduates that go on to industry roles to have some awareness of these matters. We hope that by hosting a BoF at SIGCSE we can gather input from current instructors, especially to hear what is and is not working well from the CS2013 guidelines. We also hope such a BoF session can serve as a networking session for educators and education-aligned industry representatives so that we have a better feedback loop as Software Engineering practices evolve.","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":"130670329","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}
CompSciConnect (CSC) is a three-year summer computing camp for middle school students that aims to address underrepresentation in STEM, retain marginalized groups in these fields, and offer support towards more impressionable students. This study aims to investigate the impact that informal programs like CSC have on young women over the course of the camp and in the long run. Case studies using students' pre-, post-, and longitudinal-survey data indicate that computing camps impact students' confidence and perception of themselves in computing. Follow-up and future additional survey data are needed to determine the extent to which informal computing programs are effective in retaining women in STEM.
{"title":"Women's Longitudinal Career Trajectories Following Their Participation in a 3-Year Computing Camp","authors":"Maya Narayanasamy","doi":"10.1145/3478432.3499086","DOIUrl":"https://doi.org/10.1145/3478432.3499086","url":null,"abstract":"CompSciConnect (CSC) is a three-year summer computing camp for middle school students that aims to address underrepresentation in STEM, retain marginalized groups in these fields, and offer support towards more impressionable students. This study aims to investigate the impact that informal programs like CSC have on young women over the course of the camp and in the long run. Case studies using students' pre-, post-, and longitudinal-survey data indicate that computing camps impact students' confidence and perception of themselves in computing. Follow-up and future additional survey data are needed to determine the extent to which informal computing programs are effective in retaining women in STEM.","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":"130291625","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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