Al Kennedy, Colleen M. Lewis, Manuel A. Pérez-Quiñones, M. Rogers, Burçin Tamer, Luther A. Tychonievich
Broadening participation in computing (BPC) requires our individual and collective effort. The National Science Foundation (NSF) is leading an effort in the USA to encourage NSF grant awardees and all computing departments to create BPC plans. Panelists will share resources and advice for how attendees can get involved. Students, staff, and faculty can all play an important role in broadening participation in computing. Because the NSF effort and supporting resources on BPCnet.org are relatively new, the panel will introduce these efforts and share how attendees can help by sharing information within their institution and broader network. The NSF-funded project BPCnet.org has resources for developing and enacting BPC plans.
{"title":"How and Why to Create a Departmental BPC Plan","authors":"Al Kennedy, Colleen M. Lewis, Manuel A. Pérez-Quiñones, M. Rogers, Burçin Tamer, Luther A. Tychonievich","doi":"10.1145/3478432.3499251","DOIUrl":"https://doi.org/10.1145/3478432.3499251","url":null,"abstract":"Broadening participation in computing (BPC) requires our individual and collective effort. The National Science Foundation (NSF) is leading an effort in the USA to encourage NSF grant awardees and all computing departments to create BPC plans. Panelists will share resources and advice for how attendees can get involved. Students, staff, and faculty can all play an important role in broadening participation in computing. Because the NSF effort and supporting resources on BPCnet.org are relatively new, the panel will introduce these efforts and share how attendees can help by sharing information within their institution and broader network. The NSF-funded project BPCnet.org has resources for developing and enacting BPC plans.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"56 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":"134244427","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}
Cara Tang, Markus Geissler, C. Servin, Cindy S. Tucker
This lightning talk describes an in-progress project led by the ACM CCECC (Committee for Computing Education in Community Colleges) to enhance the Bloom's Revised Taxonomy verb list with verbs that focus on computing competencies. Many colleges and universities, as well as organization-led curriculum projects (such as those of the ACM CCECC), use Bloom's Revised Taxonomy with its six levels of cognition to represent the level of cognitive depth a student is expected to achieve for a given competency or learning outcome. There are verb lists that associate verbs with each of the cognitive levels. For example, the verb "define" is associated with the lowest level, Remembering; the verb "develop" is associated with the highest level, Creating. Standard verb lists do not include verbs specific to computing disciplines, which can make it challenging to craft computing-centric learning outcomes. This project is an effort to enhance the standard verb lists with verbs that focus on computing competencies, such as "configure" at the Applying level and "trace" at the Analyzing level. An initial list of about 90 possible new verbs was presented to various computing communities for feedback, including via a poster at SIGCSE 2020. The list has been refined by the project team, and we are seeking another round of community input.
{"title":"Computing Verbs to Enhance Bloom's Revised Taxonomy","authors":"Cara Tang, Markus Geissler, C. Servin, Cindy S. Tucker","doi":"10.1145/3478432.3499239","DOIUrl":"https://doi.org/10.1145/3478432.3499239","url":null,"abstract":"This lightning talk describes an in-progress project led by the ACM CCECC (Committee for Computing Education in Community Colleges) to enhance the Bloom's Revised Taxonomy verb list with verbs that focus on computing competencies. Many colleges and universities, as well as organization-led curriculum projects (such as those of the ACM CCECC), use Bloom's Revised Taxonomy with its six levels of cognition to represent the level of cognitive depth a student is expected to achieve for a given competency or learning outcome. There are verb lists that associate verbs with each of the cognitive levels. For example, the verb \"define\" is associated with the lowest level, Remembering; the verb \"develop\" is associated with the highest level, Creating. Standard verb lists do not include verbs specific to computing disciplines, which can make it challenging to craft computing-centric learning outcomes. This project is an effort to enhance the standard verb lists with verbs that focus on computing competencies, such as \"configure\" at the Applying level and \"trace\" at the Analyzing level. An initial list of about 90 possible new verbs was presented to various computing communities for feedback, including via a poster at SIGCSE 2020. The list has been refined by the project team, and we are seeking another round of community input.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"132 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":"134068228","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}
It well known that women are underrepresented in technology, holding less than 25% of IT positions. Reports of women and minorities being harassed, discriminated against, and abused in technology communities routinely appear in scholarly publications and popular media. These types of negative interactions add to the diversity problem by discouraging women and minorities from even considering participation in technology communities. To help address this diversity problem and encourage better citizenship in technology communities, we are focused on improving the soft skills of students. Research has identified the need for engineers with better soft skills because a large part of their job is non-technical and involves teamwork, effective communication, and conflict resolution. Engineers need the skill to be employable but also to be responsible, ethical, and aware of the societal impacts of engineering. We believe we can have a positive impact in teaching soft skills to engineers if students engage in a reflective, experiential, and human-centered experience. With this objective in mind, we are developing an undergraduate course that combines these elements by embedding students in OSS communities as contributors and providing them with a safe space for reflection and human-centered learning. Students can contribute by developing code, creating documentation, fixing bugs, improving usability, or performing testing. We plan to develop a positive classroom atmosphere that encourages sharing, reflection, and mutual support for the students while they are contributing to an OSS project.
{"title":"Educating Students to be Better Citizens of Tech Communities","authors":"Vandana Singh, Jeffrey C. Carver","doi":"10.1145/3478432.3499242","DOIUrl":"https://doi.org/10.1145/3478432.3499242","url":null,"abstract":"It well known that women are underrepresented in technology, holding less than 25% of IT positions. Reports of women and minorities being harassed, discriminated against, and abused in technology communities routinely appear in scholarly publications and popular media. These types of negative interactions add to the diversity problem by discouraging women and minorities from even considering participation in technology communities. To help address this diversity problem and encourage better citizenship in technology communities, we are focused on improving the soft skills of students. Research has identified the need for engineers with better soft skills because a large part of their job is non-technical and involves teamwork, effective communication, and conflict resolution. Engineers need the skill to be employable but also to be responsible, ethical, and aware of the societal impacts of engineering. We believe we can have a positive impact in teaching soft skills to engineers if students engage in a reflective, experiential, and human-centered experience. With this objective in mind, we are developing an undergraduate course that combines these elements by embedding students in OSS communities as contributors and providing them with a safe space for reflection and human-centered learning. Students can contribute by developing code, creating documentation, fixing bugs, improving usability, or performing testing. We plan to develop a positive classroom atmosphere that encourages sharing, reflection, and mutual support for the students while they are contributing to an OSS project.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"47 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":"116740242","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 introduces CSLINC, a free scaffolded MOOC framework tailored to second-level students in Ireland that consists of: an online platform built for accessibility; a suite of modules developed upon international best practices with varying co-creators; and automated assessment and certificates of completion. Its aim is to provide content to promote national CS curricula to all second-level students in Ireland. In September 2021, CSLINC launched to 10,000 students across 100 schools. Future work will include collecting and collating research to validate CSLINC's objectives, scaffolding that will build foundations for national curriculum learning outcomes, and measure its impact on students, their perceptions and follow on CS uptake at second-level in Ireland.
{"title":"CSLINC a Nationwide CS MOOC for Second-level Students","authors":"K. Nolan, Keith Quille, Brett A. Becker","doi":"10.1145/3478432.3499069","DOIUrl":"https://doi.org/10.1145/3478432.3499069","url":null,"abstract":"This poster introduces CSLINC, a free scaffolded MOOC framework tailored to second-level students in Ireland that consists of: an online platform built for accessibility; a suite of modules developed upon international best practices with varying co-creators; and automated assessment and certificates of completion. Its aim is to provide content to promote national CS curricula to all second-level students in Ireland. In September 2021, CSLINC launched to 10,000 students across 100 schools. Future work will include collecting and collating research to validate CSLINC's objectives, scaffolding that will build foundations for national curriculum learning outcomes, and measure its impact on students, their perceptions and follow on CS uptake at second-level in Ireland.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"302 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":"115439999","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}
Rasika Bhalerao, Emanuelle Burton, S. Doore, J. Goldsmith
The inclusion of computing ethics and social impact curricula in computer science programs has received increasing attention in research and teaching. While students explicitly interested in the topic may choose to take courses designed only to teach ethical thinking in computer science, we have a societal need to "teach ethics" in a wider variety of computing courses. With the powerful tools that we give students comes responsibility, and students should know how to consider ethical implications of the things they build. The difficulty of developing strategies to "teach ethics" in computing courses is that 1) teaching computing ethics is different than teaching other computational courses, requiring more than the simple transmission of information or knowledge 2) we lack a way to assess the efficacy of the strategies we use to accomplish the "more." We aim to foster a discussion on the current research and instructional approaches, led by researchers who are actively teaching responsible computer science and data science in a variety of institutional settings (e.g., private, public, small, large, etc.). In addition to forming new research and teaching collaborations, we hope this discussion will inspire the larger community of computer science educators to embed computing ethics and social impact in their technical courses.
{"title":"Learning Outcomes and Assessments for Ethical Computing","authors":"Rasika Bhalerao, Emanuelle Burton, S. Doore, J. Goldsmith","doi":"10.1145/3478432.3499170","DOIUrl":"https://doi.org/10.1145/3478432.3499170","url":null,"abstract":"The inclusion of computing ethics and social impact curricula in computer science programs has received increasing attention in research and teaching. While students explicitly interested in the topic may choose to take courses designed only to teach ethical thinking in computer science, we have a societal need to \"teach ethics\" in a wider variety of computing courses. With the powerful tools that we give students comes responsibility, and students should know how to consider ethical implications of the things they build. The difficulty of developing strategies to \"teach ethics\" in computing courses is that 1) teaching computing ethics is different than teaching other computational courses, requiring more than the simple transmission of information or knowledge 2) we lack a way to assess the efficacy of the strategies we use to accomplish the \"more.\" We aim to foster a discussion on the current research and instructional approaches, led by researchers who are actively teaching responsible computer science and data science in a variety of institutional settings (e.g., private, public, small, large, etc.). In addition to forming new research and teaching collaborations, we hope this discussion will inspire the larger community of computer science educators to embed computing ethics and social impact in their technical courses.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"25 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":"125043754","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}
Pub Date : 2022-03-03DOI: 10.1016/b978-0-08-003839-1.50025-1
Rafael del Vado Vírseda
{"title":"ITT","authors":"Rafael del Vado Vírseda","doi":"10.1016/b978-0-08-003839-1.50025-1","DOIUrl":"https://doi.org/10.1016/b978-0-08-003839-1.50025-1","url":null,"abstract":"","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"27 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":"123015875","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}
K. Subramanian, Erik Saule, Jamie Payton, Matthew Mcquaigue
This workshop will provide instructors in early CS courses with tools and strategies for designing and building high quality courses by structure and content, that are student centered, aligned with stated learning outcomes, and with access to engaging learning materials. Workshop participants will be introduced to two software toolkits, CS Materials and BRIDGES, towards achieving these goals. These tools permit searches for learning materials that meet specific learning outcomes, while at the same time provide access to engaging materials that demonstrate core CS relevance to real world problems and applications. Workshop participants will be exposed to strategies for designing courses, materials and tools that can engage today's students and meet their expectations. Although this workshop will be based on CS Materials and BRIDGES, the lessons learnt are independently beneficial to participants.
{"title":"Improving the Structure and Content of Early CS Courses with Well Aligned, Engaging Materials","authors":"K. Subramanian, Erik Saule, Jamie Payton, Matthew Mcquaigue","doi":"10.1145/3478432.3499153","DOIUrl":"https://doi.org/10.1145/3478432.3499153","url":null,"abstract":"This workshop will provide instructors in early CS courses with tools and strategies for designing and building high quality courses by structure and content, that are student centered, aligned with stated learning outcomes, and with access to engaging learning materials. Workshop participants will be introduced to two software toolkits, CS Materials and BRIDGES, towards achieving these goals. These tools permit searches for learning materials that meet specific learning outcomes, while at the same time provide access to engaging materials that demonstrate core CS relevance to real world problems and applications. Workshop participants will be exposed to strategies for designing courses, materials and tools that can engage today's students and meet their expectations. Although this workshop will be based on CS Materials and BRIDGES, the lessons learnt are independently beneficial to participants.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"261 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":"122662146","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
There are currently over one billion people living with some form of disability worldwide. The continuous increase in new technologies in today's society comes with an increased risk in security. A fundamental knowledge of cybersecurity should be a basic right available to all users of technology. A review of literature in the fields of cybersecurity, STEM, and computer science (CS) has revealed existent gaps regarding educational methods for teaching cybersecurity to students with disabilities (SWD's). To date, SWD's are largely left without equitable access to cybersecurity education. Our goal is to identify current educational methods being used to teach SWD's concepts of cybersecurity, evaluate these methods, and classify the observed trends.
{"title":"Removing the Veil: Shining Light on the Lack of Inclusivity in Cybersecurity Education for Students with Disabilities","authors":"Felicia Hellems, Sajal Bhatia","doi":"10.1145/3478432.3499114","DOIUrl":"https://doi.org/10.1145/3478432.3499114","url":null,"abstract":"There are currently over one billion people living with some form of disability worldwide. The continuous increase in new technologies in today's society comes with an increased risk in security. A fundamental knowledge of cybersecurity should be a basic right available to all users of technology. A review of literature in the fields of cybersecurity, STEM, and computer science (CS) has revealed existent gaps regarding educational methods for teaching cybersecurity to students with disabilities (SWD's). To date, SWD's are largely left without equitable access to cybersecurity education. Our goal is to identify current educational methods being used to teach SWD's concepts of cybersecurity, evaluate these methods, and classify the observed trends.","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":"125377714","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}
M. Livingston, Lijun Ni, Yan Tian, Jake Baskin, Jason Bohrer
The recent pandemic has resulted in challenges to the prioritization of CS curriculum and strained the structures that support and grow the professional development and identity building of the teachers who implement it. In this poster we examine how local chapters of a national CS teacher advocacy organization (the CSTA) support their members during a time of transition and change. Using focus group data collected from an ongoing multi-year longitudinal research project, we tried to better understand the challenges that these entities faced as their normal structures of communication and outreach were closed off, and how such challenges might affect the perceptions of the role that local chapters play in supporting the continued development of their members, including their identity as CS teachers.
{"title":"\"It is what the situation demands\": How Communities of Practice Create Value for CS Teachers in the Time of Covid","authors":"M. Livingston, Lijun Ni, Yan Tian, Jake Baskin, Jason Bohrer","doi":"10.1145/3478432.3499072","DOIUrl":"https://doi.org/10.1145/3478432.3499072","url":null,"abstract":"The recent pandemic has resulted in challenges to the prioritization of CS curriculum and strained the structures that support and grow the professional development and identity building of the teachers who implement it. In this poster we examine how local chapters of a national CS teacher advocacy organization (the CSTA) support their members during a time of transition and change. Using focus group data collected from an ongoing multi-year longitudinal research project, we tried to better understand the challenges that these entities faced as their normal structures of communication and outreach were closed off, and how such challenges might affect the perceptions of the role that local chapters play in supporting the continued development of their members, including their identity as CS teachers.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"83 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":"126217814","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}
CSAwesome is a Java AP CSA and CS1 curriculum with 20,000 users on the Runestone ebook platform. The curriculum is online, free and interactive with embedded Java Active Code examples and problems, mixed-up code (Parsons problems), multiple-choice problems, and scaffolded coding challenges. There are many features of the Runestone platform that scaffold and differentiate learning for students. The curriculum is designed to broaden participation in CS and transition students from AP CSP (or CS0) to AP CSA (or CS1) with a variety of techniques such as scaffolded interactivity and creative and collaborative learning. Initial results from the 2020-2021 school year show average gains of 29% on the pre/post test built into the curriculum (n=958, P<.001). Pre and post surveys built into the ebook show slight gains in confidence in Java programming and pursuing further study or a career in computing (P<.001). Female students (22% of those who answered) performed similarly to all students. Students who took AP CSP (39%) prior to AP CSA performed slightly higher in the pre-test but had similar results otherwise. 47% of students rated themselves as beginner programmers and 30% intermediate at the beginning of the course; at the end of the course, 12% rated themselves as beginners and 43% as intermediate programmers.
{"title":"CSAwesome Java Curriculum","authors":"Barbara Ericson, Beryl Hoffman","doi":"10.1145/3478432.3499235","DOIUrl":"https://doi.org/10.1145/3478432.3499235","url":null,"abstract":"CSAwesome is a Java AP CSA and CS1 curriculum with 20,000 users on the Runestone ebook platform. The curriculum is online, free and interactive with embedded Java Active Code examples and problems, mixed-up code (Parsons problems), multiple-choice problems, and scaffolded coding challenges. There are many features of the Runestone platform that scaffold and differentiate learning for students. The curriculum is designed to broaden participation in CS and transition students from AP CSP (or CS0) to AP CSA (or CS1) with a variety of techniques such as scaffolded interactivity and creative and collaborative learning. Initial results from the 2020-2021 school year show average gains of 29% on the pre/post test built into the curriculum (n=958, P<.001). Pre and post surveys built into the ebook show slight gains in confidence in Java programming and pursuing further study or a career in computing (P<.001). Female students (22% of those who answered) performed similarly to all students. Students who took AP CSP (39%) prior to AP CSA performed slightly higher in the pre-test but had similar results otherwise. 47% of students rated themselves as beginner programmers and 30% intermediate at the beginning of the course; at the end of the course, 12% rated themselves as beginners and 43% as intermediate programmers.","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":"120946736","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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