D. Ireland, Amanda Menier, Rebecca Zarch, Jordan Esiason
Many university computing and engineering departments rely on transfer student enrollment from community colleges, but these students often face unique barriers to academic and social integration. These challenges can be compounded for students from underrepresented racial backgrounds. Using institutional and survey data, correlations among social and academic factors were calculated to measure the impact of a Post Transfer Pathways program on GPA and persistence. While findings indicate that participation has significant positive impacts, URM students may be more vulnerable to disruptions in social and academic factors than non-URM students.
{"title":"Transfer Support and Student Outcomes Correlations among URM and Non-URM Computing and Engineering Students","authors":"D. Ireland, Amanda Menier, Rebecca Zarch, Jordan Esiason","doi":"10.1145/3478432.3499084","DOIUrl":"https://doi.org/10.1145/3478432.3499084","url":null,"abstract":"Many university computing and engineering departments rely on transfer student enrollment from community colleges, but these students often face unique barriers to academic and social integration. These challenges can be compounded for students from underrepresented racial backgrounds. Using institutional and survey data, correlations among social and academic factors were calculated to measure the impact of a Post Transfer Pathways program on GPA and persistence. While findings indicate that participation has significant positive impacts, URM students may be more vulnerable to disruptions in social and academic factors than non-URM students.","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":"130438109","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}
Shion Fujimori, Mohamed Harmanani, Owais Siddiqui, Lisa Zhang
We explore RNN and CodeBERT deep learning models that highlight errors in student submissions to Python coding problems. We find that a standard automatic metric like AUC does not correspond well to human evaluation, and that the scale of the benefits of transfer learning and pre-training are only seen when using human evaluation.
{"title":"Using Deep Learning to Localize Errors in Student Code Submissions","authors":"Shion Fujimori, Mohamed Harmanani, Owais Siddiqui, Lisa Zhang","doi":"10.1145/3478432.3499048","DOIUrl":"https://doi.org/10.1145/3478432.3499048","url":null,"abstract":"We explore RNN and CodeBERT deep learning models that highlight errors in student submissions to Python coding problems. We find that a standard automatic metric like AUC does not correspond well to human evaluation, and that the scale of the benefits of transfer learning and pre-training are only seen when using human evaluation.","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":"129207874","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}
J. Rosato, Lien Diaz, Meg J. Ray, Bryan Twarek, Don Yanek
Coaching is a critical mechanism for providing guidance and support to educators on improving their teaching practice and thereby improving student learning. Coaching is a process where an experienced educator (coach) supports a teacher in developing and refining their teaching practice. Coaching is in widespread use in K-12 schools for many subject areas and is growing for computer science. Coaching has the potential to be a key lever in meeting the CS education community's equity goal of CS for all students. This session will be led by CS coaches from a variety of contexts including elementary, secondary, and higher education. Goals for the session include increasing the understanding of what coaching is and how it is applied in various contexts, resources available to support coaching, how equity is addressed in coaching, and impacts on teachers and students.
{"title":"Coaching to Improve CS Teaching and Learning","authors":"J. Rosato, Lien Diaz, Meg J. Ray, Bryan Twarek, Don Yanek","doi":"10.1145/3478432.3499191","DOIUrl":"https://doi.org/10.1145/3478432.3499191","url":null,"abstract":"Coaching is a critical mechanism for providing guidance and support to educators on improving their teaching practice and thereby improving student learning. Coaching is a process where an experienced educator (coach) supports a teacher in developing and refining their teaching practice. Coaching is in widespread use in K-12 schools for many subject areas and is growing for computer science. Coaching has the potential to be a key lever in meeting the CS education community's equity goal of CS for all students. This session will be led by CS coaches from a variety of contexts including elementary, secondary, and higher education. Goals for the session include increasing the understanding of what coaching is and how it is applied in various contexts, resources available to support coaching, how equity is addressed in coaching, and impacts on teachers and students.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"63 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":"126516541","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}
R. Ladner, A. Stefik, Amy J. Ko, Brianna Blaser, Stacy M. Branham, R. Kushalnagar
Students with disabilities face a variety of challenges including those related to stigma around disability, inaccessible tools and instruction, disability disclosure, and a lack of mentors. This BOF will bring together individuals who are interested in increasing the representation of students with disabilities in computing and improving their success. Participants will share strategies to help each other do a better job of including these students in our classes and research projects. Resources related to accessible tools and instruction, universal design of learning, opportunities for students, and more will be shared.
{"title":"Disability in Computer Science Education","authors":"R. Ladner, A. Stefik, Amy J. Ko, Brianna Blaser, Stacy M. Branham, R. Kushalnagar","doi":"10.1145/3478432.3499171","DOIUrl":"https://doi.org/10.1145/3478432.3499171","url":null,"abstract":"Students with disabilities face a variety of challenges including those related to stigma around disability, inaccessible tools and instruction, disability disclosure, and a lack of mentors. This BOF will bring together individuals who are interested in increasing the representation of students with disabilities in computing and improving their success. Participants will share strategies to help each other do a better job of including these students in our classes and research projects. Resources related to accessible tools and instruction, universal design of learning, opportunities for students, and more will be shared.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"9 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":"121520926","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}
Hyungyu Shin, Nabila Sindi, Yoonjoo Lee, Jaeryoung Ka, Jean Y. Song, Juho Kim
We introduce XDesign, a web-based interactive platform that guides learners through a multi-stage design process for creating user-centered explanations of AI models. Results from a course deployment show that students were able to identify concrete user needs in interacting with explanations, highlight user tasks to support the needs, and design a user interface that aids the tasks.
{"title":"XDesign: Integrating Interface Design into Explainable AI Education","authors":"Hyungyu Shin, Nabila Sindi, Yoonjoo Lee, Jaeryoung Ka, Jean Y. Song, Juho Kim","doi":"10.1145/3478432.3499052","DOIUrl":"https://doi.org/10.1145/3478432.3499052","url":null,"abstract":"We introduce XDesign, a web-based interactive platform that guides learners through a multi-stage design process for creating user-centered explanations of AI models. Results from a course deployment show that students were able to identify concrete user needs in interacting with explanations, highlight user tasks to support the needs, and design a user interface that aids the tasks.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"13 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":"125696221","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}
Kathi Fisler, Sorelle A. Friedler, Kevin Lin, S. Venkatasubramanian
Many efforts are underway to have computing curricula prepare students to anticipate adverse social impacts of computing. Much of the attention currently focuses on introductory CS courses and machine learning courses, often framed around bias that arises around algorithmic decision-making systems. The presenters on this panel have instead focused on ways to weave responsible-computing content into data structures and introductory algorithms courses. They have done so at different levels, ranging from second-semester introductory courses (so-called CS2) up through upper-undergraduate or early graduate courses. Each panelist will describe their perspective on how responsible computing fits into their course and present an illustrative assignment or lecture from their course. The goal of the session is to inspire other CS faculty to work similar content into corresponding courses at their own institutions, while also fostering a community of practice for responsible computing in core CS courses beyond machine learning.
{"title":"Approaches for Weaving Responsible Computing into Data Structures and Algorithms Courses","authors":"Kathi Fisler, Sorelle A. Friedler, Kevin Lin, S. Venkatasubramanian","doi":"10.1145/3478432.3499222","DOIUrl":"https://doi.org/10.1145/3478432.3499222","url":null,"abstract":"Many efforts are underway to have computing curricula prepare students to anticipate adverse social impacts of computing. Much of the attention currently focuses on introductory CS courses and machine learning courses, often framed around bias that arises around algorithmic decision-making systems. The presenters on this panel have instead focused on ways to weave responsible-computing content into data structures and introductory algorithms courses. They have done so at different levels, ranging from second-semester introductory courses (so-called CS2) up through upper-undergraduate or early graduate courses. Each panelist will describe their perspective on how responsible computing fits into their course and present an illustrative assignment or lecture from their course. The goal of the session is to inspire other CS faculty to work similar content into corresponding courses at their own institutions, while also fostering a community of practice for responsible computing in core CS courses beyond machine learning.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122542066","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 need for increased performance per watt, coupled with the demands of processing diverse workloads, has triggered an industry shift towards heterogeneous computing systems. Integration of high-performance CPUs with energy-efficient GPUs is now common in HPC. Architectural heterogeneity has also permeated other domains such as mobile processing, cloud computing, and the Internet of Things. Machine learning practitioners routinely use accelerators in both training and inference. The move towards heterogeneity presents a significant educational challenge since few current curricula include much about heterogeneous computing except possibly in upper-division electives. The NSF-funded initiative ToUCH: Teaching Undergraduates Collaborative and Heterogeneous computing was conceived to confront this impending challenge (https://touch.cs.txstate.edu). The ToUCH project has several ongoing initiatives to promote and encourage teaching of heterogeneous computing. These include summer bootcamps, faculty training workshops and the design, implementation, and integration of a collection of teaching modules on heterogenous computing. In this workshop, we present modules from the ToUCH repository to incorporate heterogeneous computing into core CS courses taken by all majors (e.g., CS 1, CS 2, Computer Organization, Operating Systems). Attendees will have time to work through lab exercises, assignments and tutorials associated with the modules while we assist. We will provide post-workshop support for instructors interested in adopting the modules. In addition, we will solicit feedback from them to help guide our future module development.
{"title":"Heterogeneous Computing for Undergraduates: Introducing the ToUCH Module Repository","authors":"Apan Qasem, David P. Bunde","doi":"10.1145/3478432.3499152","DOIUrl":"https://doi.org/10.1145/3478432.3499152","url":null,"abstract":"The need for increased performance per watt, coupled with the demands of processing diverse workloads, has triggered an industry shift towards heterogeneous computing systems. Integration of high-performance CPUs with energy-efficient GPUs is now common in HPC. Architectural heterogeneity has also permeated other domains such as mobile processing, cloud computing, and the Internet of Things. Machine learning practitioners routinely use accelerators in both training and inference. The move towards heterogeneity presents a significant educational challenge since few current curricula include much about heterogeneous computing except possibly in upper-division electives. The NSF-funded initiative ToUCH: Teaching Undergraduates Collaborative and Heterogeneous computing was conceived to confront this impending challenge (https://touch.cs.txstate.edu). The ToUCH project has several ongoing initiatives to promote and encourage teaching of heterogeneous computing. These include summer bootcamps, faculty training workshops and the design, implementation, and integration of a collection of teaching modules on heterogenous computing. In this workshop, we present modules from the ToUCH repository to incorporate heterogeneous computing into core CS courses taken by all majors (e.g., CS 1, CS 2, Computer Organization, Operating Systems). Attendees will have time to work through lab exercises, assignments and tutorials associated with the modules while we assist. We will provide post-workshop support for instructors interested in adopting the modules. In addition, we will solicit feedback from them to help guide our future module development.","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":"122597213","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 qualitative study of 34 young technology professionals (average age 29.6 yo) indicates that most had misunderstandings about the Computer Science field before they began their Computer Science education. During interviews with both traditional Computer Science graduates (N=16) and bootcamp graduates (N=18), the most common misconception reported was an overstatement of the role of mathematics in the field (31/34). In addition, about a third (11/34; 8 female, one male) anticipated barriers ("inaccessible", "male-dominated") and most (31/34) believed coding was difficult or held other negative associations. Finally, many reported not having an understanding of Computer Science at all (18/34:7 college; 11 bootcamp) College graduates reported having other experiences (coding, mentors) that offset this general lack of understanding and negative connotations. These findings suggest that these misunderstandings are a barrier for many when considering a college major. Debunking these myths earlier may decrease perceived barriers for those without counter-balancing experiences.
{"title":"Misconceptions about Computer Science Leads to Deferred Entrance to the Technology Field","authors":"Tabitha Miles","doi":"10.1145/3478432.3499209","DOIUrl":"https://doi.org/10.1145/3478432.3499209","url":null,"abstract":"A qualitative study of 34 young technology professionals (average age 29.6 yo) indicates that most had misunderstandings about the Computer Science field before they began their Computer Science education. During interviews with both traditional Computer Science graduates (N=16) and bootcamp graduates (N=18), the most common misconception reported was an overstatement of the role of mathematics in the field (31/34). In addition, about a third (11/34; 8 female, one male) anticipated barriers (\"inaccessible\", \"male-dominated\") and most (31/34) believed coding was difficult or held other negative associations. Finally, many reported not having an understanding of Computer Science at all (18/34:7 college; 11 bootcamp) College graduates reported having other experiences (coding, mentors) that offset this general lack of understanding and negative connotations. These findings suggest that these misunderstandings are a barrier for many when considering a college major. Debunking these myths earlier may decrease perceived barriers for those without counter-balancing experiences.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"35 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":"127769679","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 present the major changes to computer science education in Wales, UK, as part of wider school (K-12) curriculum, qualifications and system-level reforms. The new Curriculum for Wales, published in January 2020 to phase in from September 2022 for all learners aged 3-16, offers significant changes to the discipline of computer science as part of a new interdisciplinary Science & Technology "area of learning and experience", alongside the repositioning of digital competence as a statutory cross-curricular skill. We introduce the key features of this new bilingual national curriculum, its underlying rationale and wider Welsh education policy context, as well as what this means for school level computer science education, pedagogy and practice in Wales as the curriculum is implemented.
{"title":"An Introduction to Computer Science in the New Curriculum for Wales","authors":"T. Crick","doi":"10.1145/3478432.3499134","DOIUrl":"https://doi.org/10.1145/3478432.3499134","url":null,"abstract":"We present the major changes to computer science education in Wales, UK, as part of wider school (K-12) curriculum, qualifications and system-level reforms. The new Curriculum for Wales, published in January 2020 to phase in from September 2022 for all learners aged 3-16, offers significant changes to the discipline of computer science as part of a new interdisciplinary Science & Technology \"area of learning and experience\", alongside the repositioning of digital competence as a statutory cross-curricular skill. We introduce the key features of this new bilingual national curriculum, its underlying rationale and wider Welsh education policy context, as well as what this means for school level computer science education, pedagogy and practice in Wales as the curriculum is implemented.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"43 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":"133988678","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}
In cybersecurity courses, it is quite challenging to do hands-on activities that involve many components of the Internet, such as bringing down the Internet, attacking a blockchain, etc. To solve this problem, we have developed an open-source Internet Emulator, which is a Python library, consisting of the classes for each essential element of the Internet, including autonomous system, network, host, router, BGP router, Internet exchange, etc. It also includes the classes for a variety of services, including Web, DNS, Botnet, Darknet, Blockchain, and more are being developed. Using these classes, users can construct a mini-Internet to emulate the real-world Internet. Although it is small, it has all the essential elements of the real Internet. The construction is compiled into Docker container files, and the emulation is executed by Docker on a single machine or on multiple cloud machines. With this Internet Emulator, we can develop hands-on activities for cybersecurity courses, including BGP prefix hijacking, attacks on smart contract, using Darknet to achieve anonymity, launching Botnet and ransomware attacks, etc. While the emulator was initially developed for cybersecurity courses, it can also be used for network courses, for students to learn how the Internet technologies work, such as routing, BGP, IP Anycast, DNS, CDN, and many other interesting technologies.
{"title":"SEED Internet Emulator: An Open-Source Tool for Network and Cybersecurity Courses","authors":"Wenliang Du","doi":"10.1145/3478432.3499260","DOIUrl":"https://doi.org/10.1145/3478432.3499260","url":null,"abstract":"In cybersecurity courses, it is quite challenging to do hands-on activities that involve many components of the Internet, such as bringing down the Internet, attacking a blockchain, etc. To solve this problem, we have developed an open-source Internet Emulator, which is a Python library, consisting of the classes for each essential element of the Internet, including autonomous system, network, host, router, BGP router, Internet exchange, etc. It also includes the classes for a variety of services, including Web, DNS, Botnet, Darknet, Blockchain, and more are being developed. Using these classes, users can construct a mini-Internet to emulate the real-world Internet. Although it is small, it has all the essential elements of the real Internet. The construction is compiled into Docker container files, and the emulation is executed by Docker on a single machine or on multiple cloud machines. With this Internet Emulator, we can develop hands-on activities for cybersecurity courses, including BGP prefix hijacking, attacks on smart contract, using Darknet to achieve anonymity, launching Botnet and ransomware attacks, etc. While the emulator was initially developed for cybersecurity courses, it can also be used for network courses, for students to learn how the Internet technologies work, such as routing, BGP, IP Anycast, DNS, CDN, and many other interesting technologies.","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":"131909352","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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