Throughout the COVID-19 pandemic, computing instructors have adapted their teaching to meet the needs of students in this ever-changing paradigm. These adaptations include the acquisition of new infrastructure, evolving expectations, revised course development strategies and the adoption of new modes of course delivery. Last year, an ITiCSE Working Group, led by Siegel and Zarb, explored the ways in which higher education computing faculty responded to this dramatic shift in the (educational) world [1]. Based on a survey of computing faculty worldwide, the work explored what the academic landscape might look like beyond the impacts of COVID-19. We will explore these results and discuss lessons learned along with the evolution that has taken place since the survey data was collected. Recognizing that it is unlikely that we return completely to pre-pandemic norms, our goal is to identify practices within computing that have newly formed or improved throughout the pandemic, giving extra weight to those that we might hope to keep as we move into a post-pandemic future.
{"title":"Capturing Lessons Learned from Pandemic Adaptations in CS Teaching: Exploring how COVID-19 has Affected the Future of Teaching and Learning in Computer Science","authors":"A. Siegel, Mark Zarb","doi":"10.1145/3478432.3499189","DOIUrl":"https://doi.org/10.1145/3478432.3499189","url":null,"abstract":"Throughout the COVID-19 pandemic, computing instructors have adapted their teaching to meet the needs of students in this ever-changing paradigm. These adaptations include the acquisition of new infrastructure, evolving expectations, revised course development strategies and the adoption of new modes of course delivery. Last year, an ITiCSE Working Group, led by Siegel and Zarb, explored the ways in which higher education computing faculty responded to this dramatic shift in the (educational) world [1]. Based on a survey of computing faculty worldwide, the work explored what the academic landscape might look like beyond the impacts of COVID-19. We will explore these results and discuss lessons learned along with the evolution that has taken place since the survey data was collected. Recognizing that it is unlikely that we return completely to pre-pandemic norms, our goal is to identify practices within computing that have newly formed or improved throughout the pandemic, giving extra weight to those that we might hope to keep as we move into a post-pandemic future.","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":"129222118","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This lightning talk describes the effort to expand access to computer science at IDEA Public Schools, with a goal of 33% of students enrolling in computer science before graduation. The primary driver of this effort is a 30-school randomized control trial (RCT) that is studying the impact of Advanced Placement (AP) Computer Science Principles curriculum from Code.org and The Beauty and Joy of Computing (BJC). Each school has each been assigned, at random, either Code.org or BJC and will use the assigned curriculum for a period of 3 years while the impact is evaluated. The 2021-2022 school year is the first year of this program. As a means of providing support to teachers and schools, a district-level computer science manager is creating and curating resources, including pacing guides, unit plans, exam reviews, and topic videos. In addition to the provider-facilitated summer trainings, the district provides a 3-day new-teacher content training, quarterly full-day course collaboration sessions, and bi-weekly one-hour support webinars, all focusing on AP Computer Science Principles. Further, four course leaders, current teachers with proven track records of success have been assigned to facilitate professional development and provide informal coaching to our cohort. The need for schools to competently implement the Code.org or BJC curriculum as part of the 30-school RCT has been the key factor in deciding the depth of support to provide for the AP CS Principles program.
这个简短的演讲描述了在IDEA公立学校扩大计算机科学机会的努力，目标是33%的学生在毕业前注册计算机科学。这项工作的主要推动力是一项30所学校的随机对照试验(RCT)，该试验正在研究Code.org和The Beauty and Joy of Computing (BJC)的大学预修课程(AP)计算机科学原理课程的影响。每所学校都被随机分配到Code.org或BJC，并将在评估影响期间使用指定的课程3年。2021-2022学年是该项目的第一年。作为向教师和学校提供支持的一种手段，一位区级计算机科学经理正在创建和管理资源，包括进度指南、单元计划、考试复习和主题视频。除了由供应商提供的夏季培训外，该地区还提供为期3天的新教师内容培训，每季度全天课程协作会议，以及每两周一小时的支持网络研讨会，所有这些都集中在AP计算机科学原理上。此外，我们还安排了四名课程负责人，他们都是在职教师，具有良好的成功记录，以促进专业发展，并为我们的学员提供非正式指导。作为30所学校RCT的一部分，学校是否有能力实施Code.org或BJC课程是决定AP CS原则项目支持深度的关键因素。
{"title":"Expanding Computer Science Access by Studying the Impact of AP CS Principles Curriculum","authors":"Efrain Lopez","doi":"10.1145/3478432.3499249","DOIUrl":"https://doi.org/10.1145/3478432.3499249","url":null,"abstract":"This lightning talk describes the effort to expand access to computer science at IDEA Public Schools, with a goal of 33% of students enrolling in computer science before graduation. The primary driver of this effort is a 30-school randomized control trial (RCT) that is studying the impact of Advanced Placement (AP) Computer Science Principles curriculum from Code.org and The Beauty and Joy of Computing (BJC). Each school has each been assigned, at random, either Code.org or BJC and will use the assigned curriculum for a period of 3 years while the impact is evaluated. The 2021-2022 school year is the first year of this program. As a means of providing support to teachers and schools, a district-level computer science manager is creating and curating resources, including pacing guides, unit plans, exam reviews, and topic videos. In addition to the provider-facilitated summer trainings, the district provides a 3-day new-teacher content training, quarterly full-day course collaboration sessions, and bi-weekly one-hour support webinars, all focusing on AP Computer Science Principles. Further, four course leaders, current teachers with proven track records of success have been assigned to facilitate professional development and provide informal coaching to our cohort. The need for schools to competently implement the Code.org or BJC curriculum as part of the 30-school RCT has been the key factor in deciding the depth of support to provide for the AP CS Principles program.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"312 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":"116100614","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 workshop will allow participants to gain experience with a series of innovations developed at UC Berkeley that have enabled the teaching of undergraduate data science at scale to students from all backgrounds. Rather than beginning with established introductory strategies as the gateway to computer science, students in the "Foundations of Data Science" (data8.org) learn computational skills and concepts in relation to real-world issues and with attention to societal implications. By engaging with students' interest in the applications of computing on data, and integrating societal impact from the start, the program has developed a long-term commitment to advance computational skills for large numbers of students. These innovations in teaching not only convey important computational content, but also broaden participation beyond existing approaches to computer science. Goals include increasing diversity among students learning computer science, giving students a strong ethical foundation within their computer science work, and encouraging critical thinking in the application of inference and statistical techniques. Bringing a laptop is recommended. UC Berkeley has as over 1000 students in a large and open Data Science Major, where a range of Domain Emphases and backgrounds bring a broader set of students than the traditional CS major. UC Berkeley Data Science has been gathering over 500 educators in a summer workshop on sharing curricular innovation.
该研讨会将使参与者获得加州大学伯克利分校开发的一系列创新的经验，这些创新使各种背景的学生都能大规模地教授本科数据科学。在“数据科学基础”(data8.org)课程中，学生们学习与现实世界问题相关的计算技能和概念，并关注社会影响，而不是从既定的入门策略开始学习计算机科学。通过吸引学生对数据计算应用的兴趣，并从一开始就整合社会影响，该计划已经制定了一个长期的承诺，以提高大量学生的计算技能。这些教学创新不仅传达了重要的计算内容，而且拓宽了现有计算机科学方法之外的参与范围。目标包括增加学生学习计算机科学的多样性，为学生在计算机科学工作中提供强大的道德基础，并鼓励在推理和统计技术应用中的批判性思维。建议带上笔记本电脑。加州大学伯克利分校有1000多名学生学习大型开放的数据科学专业，与传统的计算机科学专业相比，不同的领域重点和背景带来了更广泛的学生群体。加州大学伯克利分校数据科学学院(UC Berkeley Data Science)在一个分享课程创新的夏季研讨会上聚集了500多名教育工作者。
{"title":"Innovation in Data Science Education","authors":"Eric Van Dusen, John DeNero, K. Usovich","doi":"10.1145/3478432.3499154","DOIUrl":"https://doi.org/10.1145/3478432.3499154","url":null,"abstract":"The workshop will allow participants to gain experience with a series of innovations developed at UC Berkeley that have enabled the teaching of undergraduate data science at scale to students from all backgrounds. Rather than beginning with established introductory strategies as the gateway to computer science, students in the \"Foundations of Data Science\" (data8.org) learn computational skills and concepts in relation to real-world issues and with attention to societal implications. By engaging with students' interest in the applications of computing on data, and integrating societal impact from the start, the program has developed a long-term commitment to advance computational skills for large numbers of students. These innovations in teaching not only convey important computational content, but also broaden participation beyond existing approaches to computer science. Goals include increasing diversity among students learning computer science, giving students a strong ethical foundation within their computer science work, and encouraging critical thinking in the application of inference and statistical techniques. Bringing a laptop is recommended. UC Berkeley has as over 1000 students in a large and open Data Science Major, where a range of Domain Emphases and backgrounds bring a broader set of students than the traditional CS major. UC Berkeley Data Science has been gathering over 500 educators in a summer workshop on sharing curricular innovation.","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":"114843778","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}
Current computing education efforts do an excellent job of designing engaging curricula for middle school students through block-based platforms and multimedia project-based content. However, the programming concepts covered are notably and understandably simpler than those covered in college-level AP CS or CS1. In this paper, we present a new position that today's college-level CS1 curricula can and should be taught to middle school and early high school students. We discuss our efforts in teaching Python programming to this age group by adapting the pedagogical techniques of the CS1 course offered at a public university. Preliminary observations from an 8-week summer pilot study involving 7th - 10th grade students suggest that these students can learn CS1 concepts in depth when memory diagrams, extensive practice, and engaging reviews are relied upon.
{"title":"Can CS1 Curricula Be Used For Middle School Computer Programming Education?","authors":"Gurmeher Kaur, K. Jordan, J. Kaur","doi":"10.1145/3478432.3499116","DOIUrl":"https://doi.org/10.1145/3478432.3499116","url":null,"abstract":"Current computing education efforts do an excellent job of designing engaging curricula for middle school students through block-based platforms and multimedia project-based content. However, the programming concepts covered are notably and understandably simpler than those covered in college-level AP CS or CS1. In this paper, we present a new position that today's college-level CS1 curricula can and should be taught to middle school and early high school students. We discuss our efforts in teaching Python programming to this age group by adapting the pedagogical techniques of the CS1 course offered at a public university. Preliminary observations from an 8-week summer pilot study involving 7th - 10th grade students suggest that these students can learn CS1 concepts in depth when memory diagrams, extensive practice, and engaging reviews are relied upon.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"136 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":"124478956","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}
Amogh Mannekote, M. Celepkolu, Aisha Chung Galdo, K. Boyer, Maya Israel, S. Heckman, Kristin Stephens-Martinez
Discussion forums are invaluable resources when scaling up undergraduate CS courses to larger class sizes. However, passive incorporation of discussion forums is not a silver bullet, as these platforms tend to devolve into places of shallow engagement. To aid our understanding of the factors that influence the nature of these interactions, we collected data from three CS1/CS2 forums. We obtained survey responses from the course instructors and performed a content analysis of the question-response pairs across all the courses. The results suggest that students' help-seeking patterns are influenced by the course curriculum, mode of delivery, and the existence of other help-seeking avenues. The findings also shed light on common strategies used by instructors to incentivize productive student-teaching staff and student-student interactions (e.g., instructing students to describe their debugging questions in detail, asking teaching staff to respond with hints/questions instead of direct answers). This poster presents a series of takeaways that can inform CS educators' choices around discussion forums.
{"title":"Don't Just Paste Your Stacktrace: Shaping Discussion Forums in Introductory CS Courses","authors":"Amogh Mannekote, M. Celepkolu, Aisha Chung Galdo, K. Boyer, Maya Israel, S. Heckman, Kristin Stephens-Martinez","doi":"10.1145/3478432.3499110","DOIUrl":"https://doi.org/10.1145/3478432.3499110","url":null,"abstract":"Discussion forums are invaluable resources when scaling up undergraduate CS courses to larger class sizes. However, passive incorporation of discussion forums is not a silver bullet, as these platforms tend to devolve into places of shallow engagement. To aid our understanding of the factors that influence the nature of these interactions, we collected data from three CS1/CS2 forums. We obtained survey responses from the course instructors and performed a content analysis of the question-response pairs across all the courses. The results suggest that students' help-seeking patterns are influenced by the course curriculum, mode of delivery, and the existence of other help-seeking avenues. The findings also shed light on common strategies used by instructors to incentivize productive student-teaching staff and student-student interactions (e.g., instructing students to describe their debugging questions in detail, asking teaching staff to respond with hints/questions instead of direct answers). This poster presents a series of takeaways that can inform CS educators' choices around discussion forums.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"96 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":"124519479","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}
Ella Truslow, Nour Goulmamine, J. R. Hott, Nada Basit
Visualizing time limits during online assessments is a cause of anxiety, affecting student performance. An initial survey of 34 students across two Computer Science courses found that time-tracking devices produced anxiety for 67.7% of students. While students differed on timer color preference, a majority preferred a count-down display showing time remaining with the ability to hide the timer. In a small pilot study across five exams, we employed multiple time-tracking displays. Preliminary data suggests that students presented with a count-down grayscale timer performed better on average than those presented with a green-yellow-red (GYR) version. Other displays, such as text-only digital count-down timer or elapsed time progress bars, did not elicit as large a difference in performance. These findings indicate the need for further study.
{"title":"Analyzing Student Experience of Time Trackers on Assessments","authors":"Ella Truslow, Nour Goulmamine, J. R. Hott, Nada Basit","doi":"10.1145/3478432.3499121","DOIUrl":"https://doi.org/10.1145/3478432.3499121","url":null,"abstract":"Visualizing time limits during online assessments is a cause of anxiety, affecting student performance. An initial survey of 34 students across two Computer Science courses found that time-tracking devices produced anxiety for 67.7% of students. While students differed on timer color preference, a majority preferred a count-down display showing time remaining with the ability to hide the timer. In a small pilot study across five exams, we employed multiple time-tracking displays. Preliminary data suggests that students presented with a count-down grayscale timer performed better on average than those presented with a green-yellow-red (GYR) version. Other displays, such as text-only digital count-down timer or elapsed time progress bars, did not elicit as large a difference in performance. These findings indicate the need for further study.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"62 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":"121916382","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. Pias, Brett A. Becker, Qiao Xiang, M. Zahran, M. Anderson
New trends in computer architecture include non-general purpose architectures, brain-inspired design, agile hardware development and environmentally responsible design. Computer Science students need to understand computer architecture to develop programs that can achieve high performance through a programmer's awareness of parallelism and latency. In a re-visit of curriculum guidelines, students could develop skills and competencies in less mature yet cutting-edge topics, including quantum computing. For example, should students understand and appreciate quantum processor design's components and characteristics? In a task to revise curricular guidelines, one faces the decision of which topics may be obsolete and should be dropped or modified. Equally important is deciding the set of topics that must be included. Such questions are hard to address, particularly for a curriculum intended to remain fresh under a 10-years horizon. For example, the danger of not properly promoting the discussion of quantum processor design in the new ACM/IEEE-CS/AAAI CS202X curricula is the long waiting cycle (15 years+) for any new revision. This BOF will foster the participants' interactions into a debate of whether new curricular guidelines should contain quantum processor design as part of the Architecture and Organization (AR) Knowledge Area.
{"title":"Should Quantum Processor Design be Considered a Topic in Computer Architecture Education?","authors":"M. Pias, Brett A. Becker, Qiao Xiang, M. Zahran, M. Anderson","doi":"10.1145/3478432.3499201","DOIUrl":"https://doi.org/10.1145/3478432.3499201","url":null,"abstract":"New trends in computer architecture include non-general purpose architectures, brain-inspired design, agile hardware development and environmentally responsible design. Computer Science students need to understand computer architecture to develop programs that can achieve high performance through a programmer's awareness of parallelism and latency. In a re-visit of curriculum guidelines, students could develop skills and competencies in less mature yet cutting-edge topics, including quantum computing. For example, should students understand and appreciate quantum processor design's components and characteristics? In a task to revise curricular guidelines, one faces the decision of which topics may be obsolete and should be dropped or modified. Equally important is deciding the set of topics that must be included. Such questions are hard to address, particularly for a curriculum intended to remain fresh under a 10-years horizon. For example, the danger of not properly promoting the discussion of quantum processor design in the new ACM/IEEE-CS/AAAI CS202X curricula is the long waiting cycle (15 years+) for any new revision. This BOF will foster the participants' interactions into a debate of whether new curricular guidelines should contain quantum processor design as part of the Architecture and Organization (AR) Knowledge Area.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"4 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":"121720939","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 presenters will demo a web-based Data Science Learning Platform (DSLP) that makes data science education accessible to students with limited or no programming background. The DSLP platform offers students with several benefits such as: (1) learn a web-based user interface to perform data science tasks without requiring coding, (2) explore popular Python data science libraries (e.g., Pandas, Matplotlib, Numpy, or Scikit-Learn) through real-time code exemplification to prepare them for advanced data science topics, (3) become familiar with the on-site user guide and helpful tips to make the platform easy to use, (4) write their own code within a sandbox, and (5) monitor their own progress by tracking their platform usage. The demo will walk through the steps of using the DSLP to perform various data science tasks and the participants will be able to try out the features mentioned above. The demo will also cover the design of course materials, including hands-on practices and lab assignments using the DSLP platform. The typical participants include instructors who are interested in teaching introductory-level data science to high school students or non-computing college majors with little or no programming background. Participants need to have a laptop with access to the Internet to attend the hands-on exercises workshop. The laptop should have a current web browser (e.g., Safari or Chrome) installed to access the web-based learning platform. This demo describes work supported by the National Science Foundation under Award 2021287.
{"title":"DSLP: A Web-based Data Science Learning Platform to Support DS Education for Non-Computing Majors","authors":"Xumin Liu, E. Golen, R. Raj","doi":"10.1145/3478432.3499255","DOIUrl":"https://doi.org/10.1145/3478432.3499255","url":null,"abstract":"The presenters will demo a web-based Data Science Learning Platform (DSLP) that makes data science education accessible to students with limited or no programming background. The DSLP platform offers students with several benefits such as: (1) learn a web-based user interface to perform data science tasks without requiring coding, (2) explore popular Python data science libraries (e.g., Pandas, Matplotlib, Numpy, or Scikit-Learn) through real-time code exemplification to prepare them for advanced data science topics, (3) become familiar with the on-site user guide and helpful tips to make the platform easy to use, (4) write their own code within a sandbox, and (5) monitor their own progress by tracking their platform usage. The demo will walk through the steps of using the DSLP to perform various data science tasks and the participants will be able to try out the features mentioned above. The demo will also cover the design of course materials, including hands-on practices and lab assignments using the DSLP platform. The typical participants include instructors who are interested in teaching introductory-level data science to high school students or non-computing college majors with little or no programming background. Participants need to have a laptop with access to the Internet to attend the hands-on exercises workshop. The laptop should have a current web browser (e.g., Safari or Chrome) installed to access the web-based learning platform. This demo describes work supported by the National Science Foundation under Award 2021287.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"46 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":"123189854","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}
Pati Ruiz, Emily D. Nestor, Kelly Mills, Merijke Coenraad, Q. Burke
Talladega County Schools (Talladega) is working to design and implement an inclusive K-12 computing pathway in their district as part of a larger Research Practice Partnership (RPP). This poster describes the reflections of a district leader in Talladega who led an inclusivity in computing initiative related to the pathway. The Talladega committee reflected on their pathway within the context of their district equity goal and centered conversations around how to support young women and students from low socio-economic households to participate in computing. After reflecting and discussing, the group designed equity-centered formative assessment tools for the three overarching competencies: Algorithmic Thinking; Data Collection and Analysis; and Creating Models and Simulations. This work builds on literature about designing equitable computing learning environments for students.
{"title":"Designing Equity-Centered Formative Assessment Artifacts for Computing","authors":"Pati Ruiz, Emily D. Nestor, Kelly Mills, Merijke Coenraad, Q. Burke","doi":"10.1145/3478432.3499075","DOIUrl":"https://doi.org/10.1145/3478432.3499075","url":null,"abstract":"Talladega County Schools (Talladega) is working to design and implement an inclusive K-12 computing pathway in their district as part of a larger Research Practice Partnership (RPP). This poster describes the reflections of a district leader in Talladega who led an inclusivity in computing initiative related to the pathway. The Talladega committee reflected on their pathway within the context of their district equity goal and centered conversations around how to support young women and students from low socio-economic households to participate in computing. After reflecting and discussing, the group designed equity-centered formative assessment tools for the three overarching competencies: Algorithmic Thinking; Data Collection and Analysis; and Creating Models and Simulations. This work builds on literature about designing equitable computing learning environments for students.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"119 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":"124599595","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}
Nathan Percival, Pranathi Rayavaram, Sashank Narain, C. S. Lee
We have implemented a novel framework called CryptoScratch for teaching cryptography using the widely available Scratch platform. CryptoScratch enables K-12 students to learn how to use cryptographic algorithms such as AES, RSA, and SHA2 and combine these algorithms to build complex modern cryptographic schemes such as Digital Signatures and Pretty Good Privacy. CryptoScratch implements the algorithms as intuitive visual blocks abstracting away the mathematical and technical details of the algorithms. This poster discusses the implementation of CryptoScratch and how using these blocks can help students develop and understand the importance of cryptography in their digital lives.
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