{"title":"Session details: Communication skills","authors":"D. Stevenson","doi":"10.1145/3258472","DOIUrl":"https://doi.org/10.1145/3258472","url":null,"abstract":"","PeriodicalId":137934,"journal":{"name":"Proceedings of the 42nd ACM technical symposium on Computer science education","volume":"25 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123387236","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}
Soft skills such as communication, teamwork, and organization are important to students' future success in the working world. Faculty members know it, students know it, and employers are explicitly asking for these skills. Are computer science departments responsible to teach these skills? If so, where in the curriculum should they be covered? This paper explores the soft skills that employers want, and possible places to include the teaching of those skills in the curriculum. It then shows how an extensive set of soft skills were incorporated into a service learning course for the students in the Mathematical, Information and Computer Sciences department at Point Loma Nazarene University. Finally, it makes suggestions as to how other service learning or capstone courses could be altered to afford more opportunity for soft skill education.
{"title":"Ideas for adding soft skills education to service learning and capstone courses for computer science students","authors":"L. Carter","doi":"10.1145/1953163.1953312","DOIUrl":"https://doi.org/10.1145/1953163.1953312","url":null,"abstract":"Soft skills such as communication, teamwork, and organization are important to students' future success in the working world. Faculty members know it, students know it, and employers are explicitly asking for these skills. Are computer science departments responsible to teach these skills? If so, where in the curriculum should they be covered? This paper explores the soft skills that employers want, and possible places to include the teaching of those skills in the curriculum. It then shows how an extensive set of soft skills were incorporated into a service learning course for the students in the Mathematical, Information and Computer Sciences department at Point Loma Nazarene University. Finally, it makes suggestions as to how other service learning or capstone courses could be altered to afford more opportunity for soft skill education.","PeriodicalId":137934,"journal":{"name":"Proceedings of the 42nd ACM technical symposium on Computer science education","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124910454","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}
Government's role in computer science is much larger than funding agencies. Digital rights management, net neutrality, and cybersecurity are hot topics in Washington, hot topics where regulation or legislation may have major impact on the computer systems we develop and enjoy. Yet the rules governing DC are very different than the rules that govern science and engineering, and learning how to operate in a world where facts are only ten percent of the equation can be a challenging experience for someone more accustomed to proving theorems and building systems. I'll describe what it takes for a nerd to be effective in the world of government, and give some specific examples in the hot area of cyberwar.
{"title":"A computer scientist goes to washington: how to be effective in a world where facts are 10% of the equation","authors":"S. Landau","doi":"10.1145/1953163.1953233","DOIUrl":"https://doi.org/10.1145/1953163.1953233","url":null,"abstract":"Government's role in computer science is much larger than funding agencies. Digital rights management, net neutrality, and cybersecurity are hot topics in Washington, hot topics where regulation or legislation may have major impact on the computer systems we develop and enjoy. Yet the rules governing DC are very different than the rules that govern science and engineering, and learning how to operate in a world where facts are only ten percent of the equation can be a challenging experience for someone more accustomed to proving theorems and building systems. I'll describe what it takes for a nerd to be effective in the world of government, and give some specific examples in the hot area of cyberwar.","PeriodicalId":137934,"journal":{"name":"Proceedings of the 42nd ACM technical symposium on Computer science education","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125119189","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}
ClassQue is a classroom response system that goes beyond clickers to allow a wide selection of classroom interactions: teacher to individual student, teacher to all students, student to teacher and student to student. Questions are not restricted to multiple choice, and multiple questions can be pending at one time. One student can anonymously comment on another student's answer. After the class, students and teachers can receive reports of the classroom interactions. The current version of ClassQue is available for use in an environment in which each student is seated at a computer.
{"title":"Beyond clickers: using ClassQue for multidimensional electronic classroom interaction","authors":"S. Robbins","doi":"10.1145/1953163.1953347","DOIUrl":"https://doi.org/10.1145/1953163.1953347","url":null,"abstract":"ClassQue is a classroom response system that goes beyond clickers to allow a wide selection of classroom interactions: teacher to individual student, teacher to all students, student to teacher and student to student. Questions are not restricted to multiple choice, and multiple questions can be pending at one time. One student can anonymously comment on another student's answer. After the class, students and teachers can receive reports of the classroom interactions. The current version of ClassQue is available for use in an environment in which each student is seated at a computer.","PeriodicalId":137934,"journal":{"name":"Proceedings of the 42nd ACM technical symposium on Computer science education","volume":"38 5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123436396","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}
Given the recent emergence of multi-core and distributed computing that is transforming mainstream application areas in industry, demand is rising for teaching more parallelism and concurrency in CS curricula. We argue for teaching these topics incrementally in CS courses at all undergraduate levels, and propose a comprehensive approach involving flexible teaching modules with experiential programming exercises, technical and instructor supplementary materials, and an online community of educators to support adopters and module contributors. Progress on developing these materials and online resources is reported.
{"title":"Modules in community: injecting more parallelism into computer science curricula","authors":"Richard A. Brown, E. Shoop","doi":"10.1145/1953163.1953293","DOIUrl":"https://doi.org/10.1145/1953163.1953293","url":null,"abstract":"Given the recent emergence of multi-core and distributed computing that is transforming mainstream application areas in industry, demand is rising for teaching more parallelism and concurrency in CS curricula. We argue for teaching these topics incrementally in CS courses at all undergraduate levels, and propose a comprehensive approach involving flexible teaching modules with experiential programming exercises, technical and instructor supplementary materials, and an online community of educators to support adopters and module contributors. Progress on developing these materials and online resources is reported.","PeriodicalId":137934,"journal":{"name":"Proceedings of the 42nd ACM technical symposium on Computer science education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121592853","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 accelerating use of computation in all aspects of science continues to widen the gap between student skills and expectations. Currently, computation is taught using one of two approaches: teach students a standard programming language (e.g., FORTRAN, JAVA or C) perhaps augmented by support tools such as Alice or teach them to use a program such as MATLAB by formulating and solving math problems. Both approaches have high failure rates for students hindered by poor mathematics training and weak logic skills. This paper describes an alternative approach that introduces students to computing in the context of data analysis and visualization using MATLAB. Our goal is produce computationally qualified young scientists by teaching a highly relevant computational curriculum early in their college career. The course, which integrates writing, problem-solving, statistics, visual analysis, simulation, and modeling, is designed to produce students with usable data analysis skills. The course is in its third year of implementation and is required of all biology majors at the University of Texas at San Antonio.
{"title":"Teaching biologists to compute using data visualization","authors":"K. Robbins, D. Senseman, P. E. Pate","doi":"10.1145/1953163.1953265","DOIUrl":"https://doi.org/10.1145/1953163.1953265","url":null,"abstract":"The accelerating use of computation in all aspects of science continues to widen the gap between student skills and expectations. Currently, computation is taught using one of two approaches: teach students a standard programming language (e.g., FORTRAN, JAVA or C) perhaps augmented by support tools such as Alice or teach them to use a program such as MATLAB by formulating and solving math problems. Both approaches have high failure rates for students hindered by poor mathematics training and weak logic skills. This paper describes an alternative approach that introduces students to computing in the context of data analysis and visualization using MATLAB. Our goal is produce computationally qualified young scientists by teaching a highly relevant computational curriculum early in their college career. The course, which integrates writing, problem-solving, statistics, visual analysis, simulation, and modeling, is designed to produce students with usable data analysis skills. The course is in its third year of implementation and is required of all biology majors at the University of Texas at San Antonio.","PeriodicalId":137934,"journal":{"name":"Proceedings of the 42nd ACM technical symposium on Computer science education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131573070","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}
Teaching how to write correct programs is hard; teaching how to write correct concurrent programs is even harder. There is a desperate need for a better concurrency programming model than what most people are currently using. The Erlang programming language might be a step in that direction. This paper provides an overview of Erlang and how it has been successfully used to teach concurrency-oriented programming (COP) in a sophomore level course at the Tecnológico de Monterrey, Campus Estado de México.
教授如何编写正确的程序是困难的;教授如何编写正确的并发程序就更难了。迫切需要一种比大多数人目前使用的更好的并发编程模型。Erlang编程语言可能是朝这个方向迈出的一步。本文概述了Erlang，以及Erlang是如何成功地用于面向并发编程(COP)的二年级课程，该课程位于Tecnológico de Monterrey, Campus Estado de m xico)。
{"title":"Teaching concurrency-oriented programming with Erlang","authors":"Ariel Ortiz","doi":"10.1145/1953163.1953223","DOIUrl":"https://doi.org/10.1145/1953163.1953223","url":null,"abstract":"Teaching how to write correct programs is hard; teaching how to write correct concurrent programs is even harder. There is a desperate need for a better concurrency programming model than what most people are currently using. The Erlang programming language might be a step in that direction. This paper provides an overview of Erlang and how it has been successfully used to teach concurrency-oriented programming (COP) in a sophomore level course at the Tecnológico de Monterrey, Campus Estado de México.","PeriodicalId":137934,"journal":{"name":"Proceedings of the 42nd ACM technical symposium on Computer science education","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128257311","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}
Christian Murphy, R. Powell, K. Parton, Adam Cannon
The Peer-Led Team Learning (PLTL) approach has previously been shown to be effective in recruiting and retaining students, particularly under-represented students, in undergraduate introductory CS courses. In PLTL, small groups of students are led by an undergraduate peer and work together to solve problems related to CS. At Columbia University, the Columbia Emerging Scholars Program has used PLTL in an effort to increase enrollment in CS courses beyond the introductory level, and to increase the number of students who select Computer Science as their major, by demonstrating that CS is necessarily a collaborative activity that focuses more on problem solving and algorithmic thinking than on programming. Over the past six semesters, over 80 students have completed the program, and preliminary results indicate that this program has had a positive effect on increasing participation in the major. This paper discusses our experiences of building and expanding the Columbia Emerging Scholars program, and addresses such topics as recruiting, training, scheduling, student behavior, and evaluation. We expect that this paper will provide a valuable set of lessons learned to other educators who seek to launch or grow a PLTL program at their institution as well.
{"title":"Lessons learned from a PLTL-CS program","authors":"Christian Murphy, R. Powell, K. Parton, Adam Cannon","doi":"10.1145/1953163.1953226","DOIUrl":"https://doi.org/10.1145/1953163.1953226","url":null,"abstract":"The Peer-Led Team Learning (PLTL) approach has previously been shown to be effective in recruiting and retaining students, particularly under-represented students, in undergraduate introductory CS courses. In PLTL, small groups of students are led by an undergraduate peer and work together to solve problems related to CS. At Columbia University, the Columbia Emerging Scholars Program has used PLTL in an effort to increase enrollment in CS courses beyond the introductory level, and to increase the number of students who select Computer Science as their major, by demonstrating that CS is necessarily a collaborative activity that focuses more on problem solving and algorithmic thinking than on programming. Over the past six semesters, over 80 students have completed the program, and preliminary results indicate that this program has had a positive effect on increasing participation in the major. This paper discusses our experiences of building and expanding the Columbia Emerging Scholars program, and addresses such topics as recruiting, training, scheduling, student behavior, and evaluation. We expect that this paper will provide a valuable set of lessons learned to other educators who seek to launch or grow a PLTL program at their institution as well.","PeriodicalId":137934,"journal":{"name":"Proceedings of the 42nd ACM technical symposium on Computer science education","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123089946","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. Tashakkori, B. Kurtz, D. Parks, James B. Fenwick, A. A. McRae
Research experiences are widely available to upper-division computer science students during the academic year and during summer. Co-op and internship opportunities are available to this group as well. Due to the fact that freshman and sophomore students do not have sufficient background, they are often left behind and are not involved in research activities. This paper shares some experiences with a program that was put in place through an NSF STEP grant that provides research opportunities to freshman, sophomore, and first year transfer students. The paper presents examples of projects in which computer science scholars were involved. We have learned that lower-division computer science students are excited about the opportunity to participate in research. Early participation in research helps build a strong community among the freshman and sophomore students, keeps these students engaged, and results in a higher retention rate.
{"title":"Early participation of CS students in research","authors":"R. Tashakkori, B. Kurtz, D. Parks, James B. Fenwick, A. A. McRae","doi":"10.1145/1953163.1953185","DOIUrl":"https://doi.org/10.1145/1953163.1953185","url":null,"abstract":"Research experiences are widely available to upper-division computer science students during the academic year and during summer. Co-op and internship opportunities are available to this group as well. Due to the fact that freshman and sophomore students do not have sufficient background, they are often left behind and are not involved in research activities. This paper shares some experiences with a program that was put in place through an NSF STEP grant that provides research opportunities to freshman, sophomore, and first year transfer students. The paper presents examples of projects in which computer science scholars were involved. We have learned that lower-division computer science students are excited about the opportunity to participate in research. Early participation in research helps build a strong community among the freshman and sophomore students, keeps these students engaged, and results in a higher retention rate.","PeriodicalId":137934,"journal":{"name":"Proceedings of the 42nd ACM technical symposium on Computer science education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131180443","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：