Q. Cutts, Peter Donaldson, Elizabeth Cole, B. Alshaigy, Mirela Gutica, Arto Hellas, Edurne Larraza-Mendiluze, R. McCartney, E. Patitsas, Charles Riedesel
Drawing on the long debate about whether computer science (CS) and computational thinking skills are innate or learnable, this working group is based on the following hypothesis: The apparent innate ability of some CS learners who succeed in CS courses despite no prior exposure to computing is a manifestation of early childhood experiences and learning outside formal education.
{"title":"Searching for Early Developmental Activities Leading to Computational Thinking Skills","authors":"Q. Cutts, Peter Donaldson, Elizabeth Cole, B. Alshaigy, Mirela Gutica, Arto Hellas, Edurne Larraza-Mendiluze, R. McCartney, E. Patitsas, Charles Riedesel","doi":"10.1145/3059009.3081332","DOIUrl":"https://doi.org/10.1145/3059009.3081332","url":null,"abstract":"Drawing on the long debate about whether computer science (CS) and computational thinking skills are innate or learnable, this working group is based on the following hypothesis: The apparent innate ability of some CS learners who succeed in CS courses despite no prior exposure to computing is a manifestation of early childhood experiences and learning outside formal education.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131815858","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}
1. Many instructors are excited by the potential learning that occurs via student participation in Humanitarian Free and Open Source Software (HFOSS) projects. However, one of the main challenges for instructors desiring to support such participation is identifying an appropriate project. There are a vast number of HFOSS projects with varying sizes, complexities, domains and community cultures. This presentation describes a guided approach to evaluating an HFOSS project for someone trying to pick a project to which they will contribute. The activity is designed with particular attention to instructors who need to identify an HFOSS project that they will use in a class. The characteristics evaluated include the pattern of contributions, pattern of commits, programming languages used, and more. This activity uses OpenMRS as a sample project to evaluate.
{"title":"Courseware: HFOSS Project Evaluation","authors":"H. Ellis, G. Hislop, Darci Burdge","doi":"10.1145/3059009.3072975","DOIUrl":"https://doi.org/10.1145/3059009.3072975","url":null,"abstract":"1. Many instructors are excited by the potential learning that occurs via student participation in Humanitarian Free and Open Source Software (HFOSS) projects. However, one of the main challenges for instructors desiring to support such participation is identifying an appropriate project. There are a vast number of HFOSS projects with varying sizes, complexities, domains and community cultures. This presentation describes a guided approach to evaluating an HFOSS project for someone trying to pick a project to which they will contribute. The activity is designed with particular attention to instructors who need to identify an HFOSS project that they will use in a class. The characteristics evaluated include the pattern of contributions, pattern of commits, programming languages used, and more. This activity uses OpenMRS as a sample project to evaluate.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131260270","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}
Andrew Luxton-Reilly, Brett A. Becker, Yingjun Cao, R. Mcdermott, C. Mirolo, A. Mühling, Andrew Petersen, Kate Sanders, Simon, Jacqueline L. Whalley
Current CS1 learning outcomes are relatively general, specifying tasks such as designing, implementing, testing and debugging programs that use some fundamental programming constructs. These outcomes impact what we teach, our expectations, and our assessments. Although prior work has demonstrated the utility of single concept assessments, most assessments used in formal examinations combine numerous heterogeneous concepts, resulting in complex and difficult tasks. The exclusive use of these traditional assessments results in two major problems. Firstly, teachers who are administering the assessments find it difficult to quantify what students are struggling with. A program that fails to compile or fails to pass test cases provides little information about what a student can successfully achieve. Secondly, it deprives the students of feedback about what they do know and what they can achieve, which we know is one of the most significant factors that influence student learning. Our traditional compound assessment tasks limit the nature and quality of feedback to teachers and students alike, and may contribute to the perceived difficulty and high drop out rates observed in introductory programming courses. This working group aims to decompose existing CS1 learning outcomes into their component parts, and develop assessment items focused on these individual components. We aim to create exemplar assessments that may be used for formative or summative feedback on student understanding of specific components of programming knowledge. Focusing on independent components of programming increases opportunities for students to demonstrate what they can achieve, and may improve diagnosis of student difficulties. It is likely that this project would be of particular relevance to teachers and researchers interested in mastery learning, or those who wish to demonstrate tight coupling between learning outcomes and assessment tasks. It may also be of relevance to teachers and researchers interested in promoting a more positive mindset in the classroom, focusing on what students do know and what they can achieve during a typical CS1 course.
{"title":"Developing Assessments to Determine Mastery of Programming Fundamentals","authors":"Andrew Luxton-Reilly, Brett A. Becker, Yingjun Cao, R. Mcdermott, C. Mirolo, A. Mühling, Andrew Petersen, Kate Sanders, Simon, Jacqueline L. Whalley","doi":"10.1145/3059009.3081327","DOIUrl":"https://doi.org/10.1145/3059009.3081327","url":null,"abstract":"Current CS1 learning outcomes are relatively general, specifying tasks such as designing, implementing, testing and debugging programs that use some fundamental programming constructs. These outcomes impact what we teach, our expectations, and our assessments. Although prior work has demonstrated the utility of single concept assessments, most assessments used in formal examinations combine numerous heterogeneous concepts, resulting in complex and difficult tasks. The exclusive use of these traditional assessments results in two major problems. Firstly, teachers who are administering the assessments find it difficult to quantify what students are struggling with. A program that fails to compile or fails to pass test cases provides little information about what a student can successfully achieve. Secondly, it deprives the students of feedback about what they do know and what they can achieve, which we know is one of the most significant factors that influence student learning. Our traditional compound assessment tasks limit the nature and quality of feedback to teachers and students alike, and may contribute to the perceived difficulty and high drop out rates observed in introductory programming courses. This working group aims to decompose existing CS1 learning outcomes into their component parts, and develop assessment items focused on these individual components. We aim to create exemplar assessments that may be used for formative or summative feedback on student understanding of specific components of programming knowledge. Focusing on independent components of programming increases opportunities for students to demonstrate what they can achieve, and may improve diagnosis of student difficulties. It is likely that this project would be of particular relevance to teachers and researchers interested in mastery learning, or those who wish to demonstrate tight coupling between learning outcomes and assessment tasks. It may also be of relevance to teachers and researchers interested in promoting a more positive mindset in the classroom, focusing on what students do know and what they can achieve during a typical CS1 course.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133815427","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}
Detailed in-depth feedback on programming assignments is beneficial because it identifies specific software design and development aspects that students can improve on. For the feedback to be effective, it is important that students are given the opportunity to address the feedback in a timely manner. However, detailed in-depth feedback often needs to be manually written by the lecturer or marker, especially for large and complex final year assignments where automated test suites are difficult to implement, introducing potential delay in providing the feedback. Following existing work, we propose a two-stage assignment design where students receive feedback on their final submission and are then given the opportunity to address the feedback. We analyse 147 assignment submissions and show that this assignment design improves assignment marks when compared to a single-stage submission, with failure rates dropping by up to 30%. To determine the impact of in-depth detailed feedback, we compare the learning outcomes across two years where students taking the two-stage assignment were given either detailed feedback or simple feedback consisting of component marks at the initial stage. We show the benefits of both approaches and analyse the potential advantages of providing more costly, manual feedback.
{"title":"Silence, Words, or Grades: The Effects of Lecturer Feedback in Multi-Revision Assignments","authors":"Claudia Szabo, Nickolas J. G. Falkner","doi":"10.1145/3059009.3059030","DOIUrl":"https://doi.org/10.1145/3059009.3059030","url":null,"abstract":"Detailed in-depth feedback on programming assignments is beneficial because it identifies specific software design and development aspects that students can improve on. For the feedback to be effective, it is important that students are given the opportunity to address the feedback in a timely manner. However, detailed in-depth feedback often needs to be manually written by the lecturer or marker, especially for large and complex final year assignments where automated test suites are difficult to implement, introducing potential delay in providing the feedback. Following existing work, we propose a two-stage assignment design where students receive feedback on their final submission and are then given the opportunity to address the feedback. We analyse 147 assignment submissions and show that this assignment design improves assignment marks when compared to a single-stage submission, with failure rates dropping by up to 30%. To determine the impact of in-depth detailed feedback, we compare the learning outcomes across two years where students taking the two-stage assignment were given either detailed feedback or simple feedback consisting of component marks at the initial stage. We show the benefits of both approaches and analyse the potential advantages of providing more costly, manual feedback.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123984848","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}
Students often use lecture recordings to learn and revise. This approach, however, demands time to locate and review relevant topics. The automatic reduction and indexing of lecture recordings, then, could focus students' attention on the most relevant content. This article investigates whether lecture recording reduction leads to improved learning outcomes on an undergraduate computer networking module. Students participated in a randomised trial which compared lightly edited full lecture recordings to those that had been significantly reduced in duration and indexed. A pre-test conducted after the initial lecture series was followed up with a post-test after several weeks of using the recordings. The results show a statistically significant difference between the groups in terms of perceived effort. However, only the students with little prior knowledge showed a statistically significant difference in learning outcome in favour of the reduced lecture recordings. Moderating factors, such as prior knowledge, warrant further research to help elicit guidelines to inform the design and deployment of future lecture video reduction approaches.
{"title":"On the Educational Impact of Lecture Recording Reduction: Evidence from a Randomised Trial","authors":"M. A. Scott, G. Ghinea","doi":"10.1145/3059009.3059037","DOIUrl":"https://doi.org/10.1145/3059009.3059037","url":null,"abstract":"Students often use lecture recordings to learn and revise. This approach, however, demands time to locate and review relevant topics. The automatic reduction and indexing of lecture recordings, then, could focus students' attention on the most relevant content. This article investigates whether lecture recording reduction leads to improved learning outcomes on an undergraduate computer networking module. Students participated in a randomised trial which compared lightly edited full lecture recordings to those that had been significantly reduced in duration and indexed. A pre-test conducted after the initial lecture series was followed up with a post-test after several weeks of using the recordings. The results show a statistically significant difference between the groups in terms of perceived effort. However, only the students with little prior knowledge showed a statistically significant difference in learning outcome in favour of the reduced lecture recordings. Moderating factors, such as prior knowledge, warrant further research to help elicit guidelines to inform the design and deployment of future lecture video reduction approaches.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131011684","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. Oudshoorn, A. Clear, J. Carter, Joseph A. Abandoh-Sam, Christabel Gonsalvez, L. Hitchcock, Shoba Ittyipe, Aparna Mahadev, Janice L. Pearce
International students are an important and desirable constituent in most computer science programs. These students help to enrich the programs, bring new perspectives into the classroom, diversify the student population, globalize the curriculum, broaden the perspective of domestic students, and generate revenue for the host institution. Each of these characteristics is desirable and increasingly important in today's highly connected world and job market. Most institutions invest resources in attracting international students and provide orientation sessions for them on arrival to help acclimate them to the new environment and to introduce them to other students. There are often clubs to provide support groups and social functions to help them meet and make friends with domestic students. However, challenges for international students, and for the faculty teaching them, persist at many institutions despite these efforts to help international students deal with culture shock, differing academic expectations and teaching methods, and different attitudes toward issues such as plagiarism.
{"title":"Integrating International Students into Computer Science Programs: Challenges and Strategies for Success","authors":"M. Oudshoorn, A. Clear, J. Carter, Joseph A. Abandoh-Sam, Christabel Gonsalvez, L. Hitchcock, Shoba Ittyipe, Aparna Mahadev, Janice L. Pearce","doi":"10.1145/3059009.3081326","DOIUrl":"https://doi.org/10.1145/3059009.3081326","url":null,"abstract":"International students are an important and desirable constituent in most computer science programs. These students help to enrich the programs, bring new perspectives into the classroom, diversify the student population, globalize the curriculum, broaden the perspective of domestic students, and generate revenue for the host institution. Each of these characteristics is desirable and increasingly important in today's highly connected world and job market. Most institutions invest resources in attracting international students and provide orientation sessions for them on arrival to help acclimate them to the new environment and to introduce them to other students. There are often clubs to provide support groups and social functions to help them meet and make friends with domestic students. However, challenges for international students, and for the faculty teaching them, persist at many institutions despite these efforts to help international students deal with culture shock, differing academic expectations and teaching methods, and different attitudes toward issues such as plagiarism.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124224460","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}
F. Maiorana, Miles G. Berry, Mark Nelson, Chery Lucarelli, Margot Phillipps, Shitanshu Mishra, A. Benassi
Drawing on Mishra and Koehler's "TPACK" model [1], we recognize that great Computer Science (CS) teaching demands great pedagogy, great technology skills and great subject knowledge. The main challenge facing any jurisdiction in implementing a CS curriculum within schools is the shortage of new teachers being trained in CS and to meet the demand many countries have focused on professional development (PD) for existing teachers across a diverse range of subjects. Some initial PD efforts in CS were often brief, with little follow-on support, and supported through external grant funding. This created challenges and opportunities for teacher PD in CS. As the need for CS at the K-12 level continues to grow, approaches should be sustainable and scalable. This includes preparing teachers at all levels, pre k-12, while they are still learning to be teachers and some funding initiatives have included preservice teacher support as part of this [2]. Inside the European Union (EU) the Scientix project [3] represents a focus European Commission (EC) funded projects and is a repository for PD with resources for pedagogy, technology and subject knowledge. Besides this effort, spreading CS knowledge has been supported by volunteers led movements like CoderDojo. The panelists will discuss the following main topics: 1) Pre-service vs in-service, where do teachers come from? 2) Interdisciplinary ways of infusing CS. 3) Ways of replicating across countries CS teacher training initiatives aimed at sustaining and growing the number and quality of both in-service and pre-service teachers able to teach CS effectively. 4) Effective approaches to help teachers to build confidence in their ability to teach Computer Science (CS)
{"title":"International Perspectives on CS Teacher Formation and Professional Development","authors":"F. Maiorana, Miles G. Berry, Mark Nelson, Chery Lucarelli, Margot Phillipps, Shitanshu Mishra, A. Benassi","doi":"10.1145/3059009.3059067","DOIUrl":"https://doi.org/10.1145/3059009.3059067","url":null,"abstract":"Drawing on Mishra and Koehler's \"TPACK\" model [1], we recognize that great Computer Science (CS) teaching demands great pedagogy, great technology skills and great subject knowledge. The main challenge facing any jurisdiction in implementing a CS curriculum within schools is the shortage of new teachers being trained in CS and to meet the demand many countries have focused on professional development (PD) for existing teachers across a diverse range of subjects. Some initial PD efforts in CS were often brief, with little follow-on support, and supported through external grant funding. This created challenges and opportunities for teacher PD in CS. As the need for CS at the K-12 level continues to grow, approaches should be sustainable and scalable. This includes preparing teachers at all levels, pre k-12, while they are still learning to be teachers and some funding initiatives have included preservice teacher support as part of this [2]. Inside the European Union (EU) the Scientix project [3] represents a focus European Commission (EC) funded projects and is a repository for PD with resources for pedagogy, technology and subject knowledge. Besides this effort, spreading CS knowledge has been supported by volunteers led movements like CoderDojo. The panelists will discuss the following main topics: 1) Pre-service vs in-service, where do teachers come from? 2) Interdisciplinary ways of infusing CS. 3) Ways of replicating across countries CS teacher training initiatives aimed at sustaining and growing the number and quality of both in-service and pre-service teachers able to teach CS effectively. 4) Effective approaches to help teachers to build confidence in their ability to teach Computer Science (CS)","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127645545","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 idea is to give the students of a group some control over the behavior of fellow members, by providing them with a standard way to handle non-performance. Being given a yellow card results for the involved student in a known penalty, which can be cancelled after improved performance.
{"title":"Yellow and Red Cards to Deal with Hitchhiking in Groups","authors":"H. Koppelman","doi":"10.1145/3059009.3072992","DOIUrl":"https://doi.org/10.1145/3059009.3072992","url":null,"abstract":"The idea is to give the students of a group some control over the behavior of fellow members, by providing them with a standard way to handle non-performance. Being given a yellow card results for the involved student in a known penalty, which can be cancelled after improved performance.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122557210","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}
Man Wang, Jean Mayo, Ching-Kuang Shene, S. Carr, Chaoli Wang
UNIXvisual is a user-level visualization tool designed to facilitate the study and teaching of access control in UNIX. UNIXvisual is aimed at both novice users, who need only to control access to their own files, and students of computer security, who need a deeper and more comprehensive understanding. The system allows students to analyze permission settings in the underlying real file system, as well as in a combination of real and pseudo file systems defined through a specification file. It also allows a student to trace the value and effect of credentials within an executing process. UNIXvisual gives instructors flexibility in the allocation of lecture time by supporting self-study, lowers the overhead required for teaching access control by running under an ordinary user account, and enhances learning through the use of visualization. We also present the results of an evaluation of UNIXvisual within a junior-level course on concurrent computing. The evaluation indicated that UNIXvisual helped students understand UNIX permissions and enhanced the course coverage of UNIX permissions, regardless of their prior UNIX experience.
{"title":"UNIXvisual: A Visualization Tool for Teaching UNIX Permissions","authors":"Man Wang, Jean Mayo, Ching-Kuang Shene, S. Carr, Chaoli Wang","doi":"10.1145/3059009.3059031","DOIUrl":"https://doi.org/10.1145/3059009.3059031","url":null,"abstract":"UNIXvisual is a user-level visualization tool designed to facilitate the study and teaching of access control in UNIX. UNIXvisual is aimed at both novice users, who need only to control access to their own files, and students of computer security, who need a deeper and more comprehensive understanding. The system allows students to analyze permission settings in the underlying real file system, as well as in a combination of real and pseudo file systems defined through a specification file. It also allows a student to trace the value and effect of credentials within an executing process. UNIXvisual gives instructors flexibility in the allocation of lecture time by supporting self-study, lowers the overhead required for teaching access control by running under an ordinary user account, and enhances learning through the use of visualization. We also present the results of an evaluation of UNIXvisual within a junior-level course on concurrent computing. The evaluation indicated that UNIXvisual helped students understand UNIX permissions and enhanced the course coverage of UNIX permissions, regardless of their prior UNIX experience.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"198 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121884888","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 report on our experience implementing a Teaching Assistant Training Program for Computer Science Teaching Assistants. The program is rooted in the well-established Instructional Skills Workshop's principles and methodologies. We describe the structure of the program, reflect on its successes, and discuss future expansion of, and improvements to the program.
{"title":"Bridging the Gap Between Desired and Actual Qualifications of Teaching Assistants: An Experience Report","authors":"Francisco J. Estrada, Anya Tafliovich","doi":"10.1145/3059009.3059023","DOIUrl":"https://doi.org/10.1145/3059009.3059023","url":null,"abstract":"We report on our experience implementing a Teaching Assistant Training Program for Computer Science Teaching Assistants. The program is rooted in the well-established Instructional Skills Workshop's principles and methodologies. We describe the structure of the program, reflect on its successes, and discuss future expansion of, and improvements to the program.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122205839","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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