Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education最新文献_第9页

App Lab: A Powerful JavaScript IDE for Rapid Prototyping of Small Data-backed Web Applications (Abstract Only) App Lab:一个强大的JavaScript IDE，用于小型数据支持的Web应用程序的快速原型(仅限摘要)

Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education Pub Date : 2017-03-08 DOI: 10.1145/3017680.3022382

Alice Steinglass, Baker Franke, Sarah Filman

{"title":"App Lab: A Powerful JavaScript IDE for Rapid Prototyping of Small Data-backed Web Applications (Abstract Only)","authors":"Alice Steinglass, Baker Franke, Sarah Filman","doi":"10.1145/3017680.3022382","DOIUrl":"https://doi.org/10.1145/3017680.3022382","url":null,"abstract":"App Lab (https://code.org/applab) is Code.org's rapid-prototyping environment for creating HTML, CSS, and JavaScript-powered web applications. It was created as part of a rich set of instructional resources designed for teachers of the new AP Computer Science Principles (CSP) course. Yet, App Lab far exceeds the needs of CSP, and would be an appropriate learning environment for students in any CS0/CS1 class, even at the university level. App Lab gives novice programmers access to capabilities previously reserved for courses that require sophisticated tech setup and knowledge of both front and backend web development, server-side scripting, databases, etc. This demonstration aims to give a brief overview of App Lab and its purpose and then move quickly into demonstrating the more advanced features of App Lab that few people know are even there! The audience should come away with knowledge and access to exemplars that highlight App lab's possibilities, and see some of its richer features in action. Finally we will end with a discussion about how best to integrate App Lab into existing courses. App Lab was developed as part of collaboration between Code.org and David Bau (Google), creator of PencilCode.net.","PeriodicalId":344382,"journal":{"name":"Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122692707","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

Advancing Data Science for Students of All Majors (Abstract Only) 面向所有专业学生的高级数据科学(仅限摘要)

Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education Pub Date : 2017-03-08 DOI: 10.1145/3017680.3022362

L. Cassel, Michael A. Posner, D. Dicheva, Don Goelman, H. Topi, Christo Dichev

{"title":"Advancing Data Science for Students of All Majors (Abstract Only)","authors":"L. Cassel, Michael A. Posner, D. Dicheva, Don Goelman, H. Topi, Christo Dichev","doi":"10.1145/3017680.3022362","DOIUrl":"https://doi.org/10.1145/3017680.3022362","url":null,"abstract":"The use and analysis of large quantities of data have become ubiquitous in nearly every discipline. We began a discussion of the role of data science across disciplines, and the role of computing in data science programs, at SIGCSE 16. The session was well attended and the discussion was valuable. Since then, more work has been done and more people are engaged. This BOF will continue the discussion, including welcoming new voices. We will distribute copies of the report of the NSF sponsored workshop on Data Science education and discuss a new initiative to develop curriculum guidelines for data science programs. This initiative will be in its earliest stages by the time SIGCSE meets, so it will be an excellent opportunity to gather impressions about what are critical considerations for any such curriculum effort. We developed a mailing list from the SIGCSE 16 attendees and will use that list to promote the BOF. The BOF will engage SIGCSE participants who have views on the content and role of courses and programs in data science. In addition to the workshop report, we will describe results from an NSF IUSE grant to develop modules for use in many types of courses. These expect to make access to fundamentals elements of data science available as widely as possible. With these as a starting point, participants in the Birds of a Feather session will explore the emerging field of data science and its relationship to computer science education. Discussions will be hosted at http://computingportal.org/datascienceflipped","PeriodicalId":344382,"journal":{"name":"Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education","volume":"1686 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120942204","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: 3

Using Scratch and Female Role Models while Storytelling Improves Fifth-Grade Students' Attitudes toward Computing 在讲故事时使用Scratch和女性角色模型可以改善五年级学生对计算机的态度

Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education Pub Date : 2017-03-08 DOI: 10.1145/3017680.3022451

Raza Zaidi, Isabel Freihofer, G. C. Townsend

{"title":"Using Scratch and Female Role Models while Storytelling Improves Fifth-Grade Students' Attitudes toward Computing","authors":"Raza Zaidi, Isabel Freihofer, G. C. Townsend","doi":"10.1145/3017680.3022451","DOIUrl":"https://doi.org/10.1145/3017680.3022451","url":null,"abstract":"Women are underrepresented in the computer science field. In fact, only 15% of bachelor degrees in pure computer science are awarded to women [1]. The literature reveals various reasons for the underrepresentation of women in computing, including lack of role models [2]. An experimental class at DePauw University continued a project to expose fifth-graders to both programming and female role models, in order to change attitudes toward computing -- in particular, the attitudes of both boys and girls to the inclusion of girls in computing activities. The DePauw class visited the children a total of 5 times, administering an attitude scale (CATS [3]) as both a pre-test and post-test instrument. The children learned the programming language, Scratch, and developed two storytelling endings for books they had read in their current English curriculum unit. Pre- and post-test comparisons of the 10 CATS items (Likert-type attitude scale) were obtained using one-tailed t-tests for the 10 paired responses from the 20 children (10 boys and 10 girls). The t-test for item number 7 (\"Technology is as difficult for girls as it is for boys.\") yielded a p-value of 0.019, which was significant at the .05 level. Since little girls and little boys should think that computing is equally easy and equally difficult for each sex, the results provide one piece of evidence that providing a series of lessons involving Scratch by a team of students with sufficient female role models (4 female students and 4 male) can change children's attitudes toward computing.","PeriodicalId":344382,"journal":{"name":"Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116414540","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: 9

Cyber Crime Investigators: Pathways from High School to Cybersecurity Careers for First Generation College-Bound Students (Abstract Only) 网络犯罪调查员:第一代大学生从高中到网络安全职业的路径(仅摘要)

Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education Pub Date : 2017-03-08 DOI: 10.1145/3017680.3022400

Nicole Simon, Margaret Banford

{"title":"Cyber Crime Investigators: Pathways from High School to Cybersecurity Careers for First Generation College-Bound Students (Abstract Only)","authors":"Nicole Simon, Margaret Banford","doi":"10.1145/3017680.3022400","DOIUrl":"https://doi.org/10.1145/3017680.3022400","url":null,"abstract":"During summer 2016, John Jay College of Criminal Justice piloted Cyber Crime Investigators -- a 4-week pre-college program that aimed to expand the pipeline of NYC public high school students who enter college ready to pursue a path toward a profession in cybersecurity. The program was designed by a team of educators with expertise in academic skill preparation, college access, career guidance, student learning, and computer science. Using IDEO's Design Thinking for Educators as a learning framework, 42 rising high school seniors engaged in a six-stage process to understand and create solutions for complex problems in cybersecurity. To understand the many real-world applications of cybersecurity, students worked in teams as consultants for Floor Plan, a fictitious non-profit organization (modeled after Housing Works) that provides housing and healthcare services to homeless LGBTQIA teenagers. They employed Design Thinking protocols to develop a cybersecurity plan for the organization, guided by the NSA's First Principles of Cybersecurity. They worked on the challenge daily in \"Lab.\" During this time, they learned technical skills, such as operating a command line and principles of networking, and they practiced other academic skills, such as writing, project planning, and public speaking -- all part of a foundational skill set for college success. They conducted interview and observation research during field trips and speaker visits and presented their final plans at a public competition judged by industry professionals during the program's last week.","PeriodicalId":344382,"journal":{"name":"Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124132371","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

A Study of the Use of a Reflective Activity to Improve Students' Software Design Capabilities 运用反思性活动提高学生软件设计能力的研究

Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education Pub Date : 2017-03-08 DOI: 10.1145/3017680.3017770

John W. Coffey

引用次数: 9

Testing Across the Curriculum (Abstract Only) 跨课程测试(仅摘要)

Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education Pub Date : 2017-03-08 DOI: 10.1145/3017680.3017817

Zachary Kurmas

引用次数: 0

Choosing Face-to-face or Video-based Instruction in a Mobile App Development Course 在移动应用程序开发课程中选择面对面或基于视频的教学

Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education Pub Date : 2017-03-08 DOI: 10.1145/3017680.3017774

M. Boutell

{"title":"Choosing Face-to-face or Video-based Instruction in a Mobile App Development Course","authors":"M. Boutell","doi":"10.1145/3017680.3017774","DOIUrl":"https://doi.org/10.1145/3017680.3017774","url":null,"abstract":"The face-to-face interaction in a traditional classroom on campus provides many benefits to students: the ability to ask questions and get immediate feedback, external motivation from the instructor and peers to succeed, the joy of interaction, and the ability to work face-to-face with classmates on projects. Meanwhile, video-based, online instruction offers several different benefits: convenience for students due to flexibility in time and place of learning, ease of reviewing materials for mastery, and the ability to work at one's own pace. When given the choice between these two formats, which do students choose? Students enrolled in an upper-level mobile app development course could opt to attend class with face-to-face instruction, to watch videos of the instructor, or to switch between the two formats as they saw fit. Students were given pre- and post-surveys asking them which format they preferred and why. Results indicate that slightly more than half of the students chose the video-based option and that students chose as they did for expected reasons, such as wanting to ask questions in class or wanting the flexibility to watch and re-watch video on demand. More interestingly, results also indicated that students who chose video did not suffer from the dropout and failure rates so commonly reported in the literature, that learning was equally effective using both formats, and that students' expectations of which format they would use were quite different from what they ended up using. However, with a small sample size at one institution, local factors, like scheduling the course during lunchtime, also played a role in students' choices.","PeriodicalId":344382,"journal":{"name":"Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127495051","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: 4

Analysis of Associations between Motivation and Previous Computer Science Experience, Gender, Ethnicity and Privilege as Observed in a Large Scale Survey of Middle School Students (Abstract Only) 中学生动机与计算机科学经验、性别、种族、特权的关联分析(仅摘要)

Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education Pub Date : 2017-03-08 DOI: 10.1145/3017680.3022441

Jeffrey B. Bush, Susan B. Miller

{"title":"Analysis of Associations between Motivation and Previous Computer Science Experience, Gender, Ethnicity and Privilege as Observed in a Large Scale Survey of Middle School Students (Abstract Only)","authors":"Jeffrey B. Bush, Susan B. Miller","doi":"10.1145/3017680.3022441","DOIUrl":"https://doi.org/10.1145/3017680.3022441","url":null,"abstract":"Previous experience correlates to student retention in computer science at the secondary and undergraduate levels, it's impact in middle school is less well understood. Previous research findings from a University of Colorado large scale survey of students' conceptions of computer science have shown that there is a pervasive gender gap in middle school student confidence and interest in computer science. This study conducts a follow up investigation, analyzing data from fall 2014 to spring 2016 (n=6,128), using multiple regression analysis to investigate how student responses to motivational items concerning both confidence and interest vary by gender, previous experience with computer science, minority status, and having a computer at home (a proxy for privilege). Results show statistically significant associations (p<0.001) between the both outcomes (confidence and interest) and each of the four predictors. Gender had the largest association with each outcome. Students with previous experience with computer science also report higher confidence. This is equivalent in size to the higher confidence associated with having a computer at home and twice the higher confidence associated with being non-minority. For interest, previous experience associations were smaller but still significant. These findings imply that previous experience with computer science at the middle school level help to reduce the motivational differences by gender, privilege, and ethnicity.","PeriodicalId":344382,"journal":{"name":"Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132665029","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

Curriculum Design for 'Explorations in Computing' (a New General Education Course at USC) (Abstract Only) “计算机探索”(USC新通识课程)课程设计(仅摘要)

Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education Pub Date : 2017-03-08 DOI: 10.1145/3017680.3022395

Saty Raghavachary

{"title":"Curriculum Design for 'Explorations in Computing' (a New General Education Course at USC) (Abstract Only)","authors":"Saty Raghavachary","doi":"10.1145/3017680.3022395","DOIUrl":"https://doi.org/10.1145/3017680.3022395","url":null,"abstract":"Starting Fall 2016, the CS department at USC has begun offering CS100: Explorations in Computing, a brand new General Education (GE) course. The course is only open to non-CS majors (since our CS students go through a CS-specific introductory track that encompasses the CS100 material). The class has 24 students, from a variety of disciplines such as Communications, Business Administration and Theatrical Arts. The course presents a broad overview of computational/algorithmic problem-solving techniques that form the basis of today's digital society. It provides students, a strong foundation for understanding how everyday activities such as web searching, communicating via social media, playing games, booking a ride, etc., work \"behind the scenes\". The course's intent is to promote computational thinking, as put forth by Jeannette Wing and others. In designing the course, the following aspects were kept in mind: the course is formulated as a GE, for a non-CS audience - so it cannot be heavy on coding; the topics need to involve some form of computational/algorithmic approach; the topics need to have a connection with things that students do with their digital devices (eg. play games, send instant messages, order things..); the topics have to grab the students' attention (keeping in mind that they grew up with tablets, the Web, animated movies and videogames). To that end, the topics are grouped under the following headings: Media Computing, Recreational Math, Algorithmic Art, Social Media and Data.","PeriodicalId":344382,"journal":{"name":"Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133576142","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 Curricular Guidelines for Associate-Degree Transfer Programs (Abstract Only) 计算机科学副学士学位转学课程指南(仅摘要)

Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education Pub Date : 2017-03-08 DOI: 10.1145/3017680.3022348

Elizabeth K. Hawthorne, Cara Tang, Cindy S. Tucker, C. Servin

{"title":"Computer Science Curricular Guidelines for Associate-Degree Transfer Programs (Abstract Only)","authors":"Elizabeth K. Hawthorne, Cara Tang, Cindy S. Tucker, C. Servin","doi":"10.1145/3017680.3022348","DOIUrl":"https://doi.org/10.1145/3017680.3022348","url":null,"abstract":"The ACM Committee for Computing Education in Community Colleges (CCECC) is updating the ACM curricular guidance for two-year transfer programs in computer science based on CS2013 with cybersecurity learning outcomes infused throughout. This BOF will provide a platform for two-year and four-year computer science faculty and academic administrators to discuss the newly revised associate-degree transfer guidance. The core task group writing the guidance consists of twelve community college faculty across the United States, led by the ACM CCECC and three task group leaders. The guidance has been informed by input from both two- and four-year educators in two rounds of public review and comment; a BOF, special session, and affiliated workshop at the prior two SIGCSE conferences; and international input at ITiCSE 2016. By SIGCSE 2017 the guidance will be in near-final form. The session will include an overview of the guidance, its relationship to CS2013, and infused cybersecurity. Discussion will center on implementing the guidance in two-year programs, gathering program exemplars, and facilitating transfer with four-year university partners.","PeriodicalId":344382,"journal":{"name":"Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133613463","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