Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2最新文献_第10页

Integrating Parallel and Distributed Computing in Early CS Courses 在早期计算机科学课程中整合并行和分布式计算

Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2 Pub Date : 2022-03-03 DOI: 10.1145/3478432.3499155

S. Ghafoor, S. Prasad, Charles Weems

{"title":"Integrating Parallel and Distributed Computing in Early CS Courses","authors":"S. Ghafoor, S. Prasad, Charles Weems","doi":"10.1145/3478432.3499155","DOIUrl":"https://doi.org/10.1145/3478432.3499155","url":null,"abstract":"Parallel and distributed computing (PDC) has become pervasive in all aspects of computing, and thus it is essential that students include parallelism and distribution in the computational thinking that they apply to problem solving, from the very beginning. Computer science education is still teaching to a 20th century model of algorithmic problem solving. Sequence, branch, and loop are taught in our early courses as the only organizing principles needed for algorithms, and we invest considerable time in showing how best to sequentially process large volumes of data. All computing devices that students use currently have multiple cores as well as GPU in many cases. Most of their favorite applications use multiple cores and numbers of distributed processors. Often concurrency offers simpler solutions than sequential approaches. ACM and ABET have recommended including PDC in the undergraduate CS curriculum. However, we are still teaching them to solve problems using sequential thinking. In this workshop we overview the key PDC concepts and provide examples of how they may naturally be incorporated in early CS classes. We will introduce plugged and unplugged curriculum modules that have been successfully integrated in existing CS classes at multiple institutions. We will highlight the upcoming summer training that we are organizing, for which we have funding to support attendance.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"87 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":"116632284","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}

引用次数: 0

Computer Science Education Policy: What California Can Tell Us about Contributing Factors to Success and Opportunities for Further Progress 计算机科学教育政策:加州能告诉我们的成功因素和进一步发展的机会

Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2 Pub Date : 2022-03-03 DOI: 10.1145/3478432.3499096

J. Knudson, Candice Handjojo, Ashley Sunde

{"title":"Computer Science Education Policy: What California Can Tell Us about Contributing Factors to Success and Opportunities for Further Progress","authors":"J. Knudson, Candice Handjojo, Ashley Sunde","doi":"10.1145/3478432.3499096","DOIUrl":"https://doi.org/10.1145/3478432.3499096","url":null,"abstract":"If states are to foster an environment in which all students have opportunities to thrive in computer science (CS), policy action will help create the conditions for success. Interviews with 20 individuals involved in the CS education policy process help to illuminate several factors that have facilitated California's recent policy successes, including: 1) support from influential stakeholders, including \"CS champions\" and diverse coalitions, 2) exposure to information for policymakers, and 3) alignment of CS education with policymaker values. The interviews also suggest three lessons learned about shaping CS education policy moving forward. First, the availability of funding for CS education plays a powerful role in supporting or inhibiting policy progress. Second, the COVID-19 pandemic disrupted CS education growth, but it also presents opportunities for progress if educators can foster understanding of and commitment to what CS entails. Finally, work to build and sustain stakeholder support for CS education policy efforts will shape the future success of those efforts.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"28 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":"116801547","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}

引用次数: 0

Are Executable Exams Executable? 可执行的考试是否可执行?

Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2 Pub Date : 2022-03-03 DOI: 10.1145/3478432.3499236

Yael Erez, O. Hazzan

{"title":"Are Executable Exams Executable?","authors":"Yael Erez, O. Hazzan","doi":"10.1145/3478432.3499236","DOIUrl":"https://doi.org/10.1145/3478432.3499236","url":null,"abstract":"This lightning talk presents insights from preliminary research on attitudes toward executable exams in an Introduction to Computer Science (CS1) course. In an executable exam, during the exam, students work on a computer in a designated programming environment that enables them to compile their code and run unit tests. Although this exam format is authentic and resembles the way students work during their studies and in the industry, it is not a popular format. We implemented executable exams in the 2021 Winter semester final exam and explored the attitudes toward executable exams of three main groups - students, course staff, and industry representatives. In addition, we collected and analyzed data from high school CS teachers, CS and EE students from other academic institutions and CS lecturers around the world. The attitudes are categorized into three aspects: pedagogical, technical and psychological. All groups expressed concerns regarding technical problems related to computer malfunction and plagiarism. In addition, the course staff and the students expressed concern about the change in the exam format. The groups' attitudes are supported by the pedagogical advantages and disadvantages of executable exams they pointed out.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"18 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":"121889883","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}

引用次数: 0

Tricky Situations: How Would You Respond to Different Biased Situations? 棘手的情况:你会如何应对不同的偏见情况?

Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2 Pub Date : 2022-03-03 DOI: 10.1145/3478432.3499028

Bryan Twarek, Colleen M. Lewis, A. Joseph, Charity Freeman, T. Lash, Mariam Saffar Perez

引用次数: 1

Teaching Track Faculty in Computer Science 计算机科学教学轨道系

Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2 Pub Date : 2022-03-03 DOI: 10.1145/3478432.3499169

C. Gregg, L. Strange

引用次数: 1

Reflections on Educational Choices Made by Coding Bootcamp and Computer Science Graduates 编程训练营和计算机科学毕业生教育选择的思考

Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2 Pub Date : 2022-03-03 DOI: 10.1145/3478432.3499090

S. Seibel, N. Veilleux, Tabitha Miles, Rachel Beaulieu

{"title":"Reflections on Educational Choices Made by Coding Bootcamp and Computer Science Graduates","authors":"S. Seibel, N. Veilleux, Tabitha Miles, Rachel Beaulieu","doi":"10.1145/3478432.3499090","DOIUrl":"https://doi.org/10.1145/3478432.3499090","url":null,"abstract":"Computing professions are increasingly accessible through alternate educational pathways in addition to traditional undergraduate Computer Science bachelor's degrees (CSBach). In particular, coding bootcamps (CBC) are now widespread. In 2020, 42% of entry-level technology professionals entered the USA job market through the CBC pathway (25K CBC vs 34K CSBach). Despite the influx of CBC graduates, current literature lacks insight into technology professionals' retrospective thoughts on their chosen educational paths. In particular, what paths might a bootcamp graduate have taken with respect to their undergraduate degree? Would a CSBach graduate choose a CBC instead? During semi-structured interviews, a group of similar age, gender balanced CSBach (N=12) and CBC (N=19) graduates currently working in the technology industry were asked if they would have skipped college for a CBC. Upon reflection, the CSBach participants would repeat their undergraduate degrees and majors. Of the fourteen bootcamp graduates who also held non-CS bachelor's degrees, eight reported that they would not have forgone their undergraduate experience but would have instead majored in CS (N=7) or taken CS classes (N=1). Of the remaining six bootcamp graduates who completed college, three would have bypassed college in lieu of a CBC and three were unsure. Finally, the five CBC graduates who did not attend (N=2) or complete (N=3) college would still not obtain any bachelor's degree. Regardless of current considerations, however, CBC graduates felt no more unprepared than their CSBach peers.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"373 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":"121752800","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}

引用次数: 1

Improved Testing of PrairieLearn Question Generators 改进的pririellearn问题生成器测试

Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2 Pub Date : 2022-03-03 DOI: 10.1145/3478432.3499113

Aayush Shah, Alan Lee, Chris Chi, Ruiwei Xiao, Pranav Sukumar, Jesus Villalobos, D. Garcia

{"title":"Improved Testing of PrairieLearn Question Generators","authors":"Aayush Shah, Alan Lee, Chris Chi, Ruiwei Xiao, Pranav Sukumar, Jesus Villalobos, D. Garcia","doi":"10.1145/3478432.3499113","DOIUrl":"https://doi.org/10.1145/3478432.3499113","url":null,"abstract":"With many institutions forced online due to the pandemic, assessments became a challenge for many educators. Take-home exams provided the flexibility required for varied student needs (and time zones), but they were vulnerable to cheating. In response, many turned to tools that could present a different exam for every student. PrairieLearn is a feature-rich open-source package that allows educators to author randomized Question Generators; we have been using the tool extensively for the last two years, and it has a fast-growing educator user base. One of the first issues we noticed with the system was that the only way to quality assure (QA) a question was to click the new variant button, which would spin whatever internal random number generators were used again to produce a new question. Sometimes it was the same one you had just seen, and other times it would never seem to \"hit'' on the variant you were looking to debug. This poster describes our team's work to solve this problem through the design of an API that would allow a question to declare how many total variants it had, and be asked to render variant i. The user interface could then be extended to list what variant the QA team was viewing out of the total (e.g., 7/50), and a next, previous and go to a particular variant buttons would allow for the team to easily QA all variants.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"38 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":"122387585","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}

引用次数: 0

Guiding Students to Discover CS Concepts and Develop Process Skills Using POGIL 引导学生使用POGIL发现CS概念和发展过程技能

Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2 Pub Date : 2022-03-03 DOI: 10.1145/3478432.3499151

O. Glebova, Kendra Walther, Clifton Kussmaul

引用次数: 0

Equity-focused Peer Mentoring for High School CS Teachers 面向高中计算机科学教师的公平同侪指导

Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2 Pub Date : 2022-03-03 DOI: 10.1145/3478432.3499060

Aleata Hubbard Cheuoua, Bryan Twarek, E. Campos, Amy Fetherston, Yvonne S. Kao, Linnea Logan

引用次数: 0

Insights from Virtual Culturally Responsive Computing Camps 来自虚拟文化响应计算营的见解

Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2 Pub Date : 2022-03-03 DOI: 10.1145/3478432.3499136

Jaemarie Solyst, Tara Nkrumah, A. Stewart, Amanda Buddemeyer, Erin Walker, A. Ogan

引用次数: 1