Rose K. Shumba, K. Ferguson-Boucher, E. Sweedyk, Carol Taylor, Guy Franklin, Claude Turner, Corrine Sande, Gbemi Acholonu, R. Bace, Laura L. Hall
This paper presents the work done by the ACM ITiCSE, 2013 Conference Working Group (WG) on Cybersecurity, Women and Minorities: How to Succeed in the Career! The ITiCSE 2013 conference was held July 1-3, 2013, in Canterbury, United Kingdom. The overall goal of the WG was to conduct a preliminary investigation into the reasons behind the lack of women and minorities within the field of Cybersecurity. This is not just an issue of academic or research interest, but is important in ensuring that a greater number of women and minorities progress through a full career in Cybersecurity. There are currently no statistics available on the numbers of women and minorities either currently enrolled in or graduated from these programs. There is a need to explore the full range of factors that influence women and minority's decisions not to consider a career in Cybersecurity.
{"title":"Cybersecurity, women and minorities: findings and recommendations from a preliminary investigation","authors":"Rose K. Shumba, K. Ferguson-Boucher, E. Sweedyk, Carol Taylor, Guy Franklin, Claude Turner, Corrine Sande, Gbemi Acholonu, R. Bace, Laura L. Hall","doi":"10.1145/2543882.2543883","DOIUrl":"https://doi.org/10.1145/2543882.2543883","url":null,"abstract":"This paper presents the work done by the ACM ITiCSE, 2013 Conference Working Group (WG) on Cybersecurity, Women and Minorities: How to Succeed in the Career! The ITiCSE 2013 conference was held July 1-3, 2013, in Canterbury, United Kingdom. The overall goal of the WG was to conduct a preliminary investigation into the reasons behind the lack of women and minorities within the field of Cybersecurity. This is not just an issue of academic or research interest, but is important in ensuring that a greater number of women and minorities progress through a full career in Cybersecurity. There are currently no statistics available on the numbers of women and minorities either currently enrolled in or graduated from these programs. There is a need to explore the full range of factors that influence women and minority's decisions not to consider a career in Cybersecurity.","PeriodicalId":387713,"journal":{"name":"ITiCSE -WGR '13","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2013-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114911442","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}
Kate Sanders, Marzieh Ahmadzadeh, T. Clear, S. Edwards, Michael Goldweber, Chris Johnson, R. Lister, R. McCartney, E. Patitsas, Jaime Spacco
In this paper, we report on an ITiCSE-13 Working Group that developed a set of 654 multiple-choice questions on CS1 and CS2 topics, the Canterbury QuestionBank. We describe the questions, the metadata we investigated, and some preliminary investigations of possible research uses of the QuestionBank. The QuestionBank is publicly available as a repository for computing education instructors and researchers.
{"title":"The Canterbury QuestionBank: building a repository of multiple-choice CS1 and CS2 questions","authors":"Kate Sanders, Marzieh Ahmadzadeh, T. Clear, S. Edwards, Michael Goldweber, Chris Johnson, R. Lister, R. McCartney, E. Patitsas, Jaime Spacco","doi":"10.1145/2543882.2543885","DOIUrl":"https://doi.org/10.1145/2543882.2543885","url":null,"abstract":"In this paper, we report on an ITiCSE-13 Working Group that developed a set of 654 multiple-choice questions on CS1 and CS2 topics, the Canterbury QuestionBank. We describe the questions, the metadata we investigated, and some preliminary investigations of possible research uses of the QuestionBank. The QuestionBank is publicly available as a repository for computing education instructors and researchers.","PeriodicalId":387713,"journal":{"name":"ITiCSE -WGR '13","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2013-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114440764","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Korhonen, Thomas L. Naps, Charles Boisvert, P. Crescenzi, V. Karavirta, Linda Mannila, Bradley N. Miller, Briana B. Morrison, S. Rodger, R. Ross, C. Shaffer
Online education supported by digital courseware will radically alter higher education in ways that we cannot predict. New technologies such as MOOCs and Khan Academy have generated interest in new models for knowledge delivery. The nature of Computer Science content provides special opportunities for computer-supported delivery in both traditional and online classes. Traditional CS textbooks are likely to be replaced by online materials that tightly integrate content with visualizations and automatically assessed exercises. We refer to these new textbook-like artifacts as icseBooks (pronounced ice books"), for interactive computer science electronic books. IcseBook technology will in turn impact the pedagogy used in CS courses. This report surveys the state of the field, addresses new use cases for CS pedagogy with icseBooks, and lays out a series of research questions for future study.
{"title":"Requirements and design strategies for open source interactive computer science eBooks","authors":"A. Korhonen, Thomas L. Naps, Charles Boisvert, P. Crescenzi, V. Karavirta, Linda Mannila, Bradley N. Miller, Briana B. Morrison, S. Rodger, R. Ross, C. Shaffer","doi":"10.1145/2543882.2543886","DOIUrl":"https://doi.org/10.1145/2543882.2543886","url":null,"abstract":"Online education supported by digital courseware will radically alter higher education in ways that we cannot predict. New technologies such as MOOCs and Khan Academy have generated interest in new models for knowledge delivery. The nature of Computer Science content provides special opportunities for computer-supported delivery in both traditional and online classes. Traditional CS textbooks are likely to be replaced by online materials that tightly integrate content with visualizations and automatically assessed exercises. We refer to these new textbook-like artifacts as icseBooks (pronounced ice books\"), for interactive computer science electronic books. IcseBook technology will in turn impact the pedagogy used in CS courses. This report surveys the state of the field, addresses new use cases for CS pedagogy with icseBooks, and lays out a series of research questions for future study.","PeriodicalId":387713,"journal":{"name":"ITiCSE -WGR '13","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2013-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133946814","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}
I. Utting, Allison Elliott Tew, M. McCracken, L. Thomas, D. Bouvier, R. Frye, James H. Paterson, M. Caspersen, Y. Kolikant, Juha Sorva, Tadeusz Wilusz
This paper describes the results of an ITiCSE working group convened in 2013 to review and revisit the influential ITiCSE 2001 McCracken working group that reported [18] on novice programmers' ability to solve a specified programming problem. Like that study, the one described here asked students to implement a simple program. Unlike the original study, students' in this study were given significant scaffolding for their efforts, including a test harness. Their knowledge of programming concepts was also assessed via a standard language-neutral survey. One of the significant findings of the original working group was that students were less successful at the programming task than their teachers expected, so in this study teachers' expectations were explicitly gathered and matched with students' performance. This study found a significant correlation between students' performance in the practical task and the survey, and a significant effect on performance in the practical task attributable to the use of the test harness. The study also found a much better correlation between teachers' expectations of their students' performance than in the 2001 working group.
{"title":"A fresh look at novice programmers' performance and their teachers' expectations","authors":"I. Utting, Allison Elliott Tew, M. McCracken, L. Thomas, D. Bouvier, R. Frye, James H. Paterson, M. Caspersen, Y. Kolikant, Juha Sorva, Tadeusz Wilusz","doi":"10.1145/2543882.2543884","DOIUrl":"https://doi.org/10.1145/2543882.2543884","url":null,"abstract":"This paper describes the results of an ITiCSE working group convened in 2013 to review and revisit the influential ITiCSE 2001 McCracken working group that reported [18] on novice programmers' ability to solve a specified programming problem. Like that study, the one described here asked students to implement a simple program. Unlike the original study, students' in this study were given significant scaffolding for their efforts, including a test harness. Their knowledge of programming concepts was also assessed via a standard language-neutral survey.\u0000 One of the significant findings of the original working group was that students were less successful at the programming task than their teachers expected, so in this study teachers' expectations were explicitly gathered and matched with students' performance. This study found a significant correlation between students' performance in the practical task and the survey, and a significant effect on performance in the practical task attributable to the use of the test harness. The study also found a much better correlation between teachers' expectations of their students' performance than in the 2001 working group.","PeriodicalId":387713,"journal":{"name":"ITiCSE -WGR '13","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2013-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114634821","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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