Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1最新文献_第2页

Desired Qualifications Sought in Entry Level Software Engineers 初级软件工程师所需要的资格

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 Pub Date : 2023-03-02 DOI: 10.1145/3545945.3569849

Sid Stamm

{"title":"Desired Qualifications Sought in Entry Level Software Engineers","authors":"Sid Stamm","doi":"10.1145/3545945.3569849","DOIUrl":"https://doi.org/10.1145/3545945.3569849","url":null,"abstract":"Global demand for software engineers continues to strain the technology sector with unfilled software engineering positions and stiff competition for hiring developers who are on the market. To attract more candidates, technology firms have increasingly been working closely with universities to recruit new graduates to fill their jobs. Universities hoping to minimize mismatches in job placement for new software developers should teach the skills and attributes that enable entry-level software developers to succeed. This paper presents a case study of hiring demands at one large, well-established technology company that reveals the most sought-after attributes in new hires. We discuss results of our interviews with five software development hiring managers and the results from a wide survey of engineers and architects from various levels and experiences. The interviews and surveys reveal that some qualifications are widely desired, and others have varying demand based on functional area, technology, or type of development. Ultimately, professional skills (e.g., teamwork) and personality traits (e.g., strong initiative) top the list of desired attributes, along with a few fundamentally broad technical skills. One key takeaway is that candidates who learn professional skills from university programs may be more readily hired into their first software engineering job than those whose education focused mostly on technical areas.","PeriodicalId":371326,"journal":{"name":"Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115077390","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

Analyzing the Effects of CTE Grant Funding on CS Course Offerings and Enrollment in California 分析CTE资助对加州计算机科学课程设置和入学的影响

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 Pub Date : 2023-03-02 DOI: 10.1145/3545945.3569812

Mariam Saffar Perez, Paul Bruno

引用次数: 1

It's Never too Early to Learn About Code Quality: A Longitudinal Study of Code Quality in First-year Computer Science Students 学习代码质量永远不会太早:对计算机科学一年级学生代码质量的纵向研究

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 Pub Date : 2023-03-02 DOI: 10.1145/3545945.3569829

Linus Östlund, Niklas Wicklund, R. Glassey

{"title":"It's Never too Early to Learn About Code Quality: A Longitudinal Study of Code Quality in First-year Computer Science Students","authors":"Linus Östlund, Niklas Wicklund, R. Glassey","doi":"10.1145/3545945.3569829","DOIUrl":"https://doi.org/10.1145/3545945.3569829","url":null,"abstract":"Low code quality incurs a significant cost upon the software industry. Despite this, little serious effort has been devoted to the topic at the most basic levels of computing science education. Where studies have been conducted, the results are disappointing in terms of code quality. In this work, four iterations of a medium to large CS1 and CS2 course (n=200 students) were analyzed through the lens of code violations to better understand (1) what code violations occur most frequently, (2) how does their occurrence vary throughout the course, and (3) to what extent do teaching assistants have an effect upon code quality. Results showed a statistically significant improvement in code quality over 19 assignments in all four course iterations. In particular, when a single violation was the focus of a learning outcome, the effects were both a dramatic fall and sustained low occurrence. However, this improvement was mostly focused on the three most frequently occurring violations (> 70%), which masked an increase in lesser occurring violations throughout the course. Finally, the effects from different teaching assistants were found to be random at best, contradicting expectations that their influence would be easily detected. Given that explicit learning outcomes targeted at code quality had an effect and teaching assistant influence had no effect, a path forward to improving code quality might combine these forces without creating too many additional demands upon the already stretched teaching resources with CS1 and CS2 courses.","PeriodicalId":371326,"journal":{"name":"Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125769527","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

Evaluating Group Work in (too) Large CS Classes with (too) Few Resources: An Experience Report 评估(太)大的CS班和(太)少的资源中的小组工作:一个经验报告

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 Pub Date : 2023-03-02 DOI: 10.1145/3545945.3569788

Joël Porquet-Lupine, Madison Brigham

引用次数: 0

An Authentic Peer-Led Team Learning Program for Community Colleges: A Recruitment, Retention, and Completion Instrument for Face-to-Face and Online Modality 社区大学真正的同伴领导的团队学习计划:面对面和在线模式的招聘、保留和完成工具

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 Pub Date : 2023-03-02 DOI: 10.1145/3545945.3569851

C. Servin, Myshie Pagel, Ernest Webb

{"title":"An Authentic Peer-Led Team Learning Program for Community Colleges: A Recruitment, Retention, and Completion Instrument for Face-to-Face and Online Modality","authors":"C. Servin, Myshie Pagel, Ernest Webb","doi":"10.1145/3545945.3569851","DOIUrl":"https://doi.org/10.1145/3545945.3569851","url":null,"abstract":"The Peer-Led Team Learning (PLTL) teaching model has been widely applied in several four-year institutions in STEM areas, including Computer Science. Although only a few two-year colleges have adopted similar teaching models, the number of contact hours and interaction between peer leaders and students are limited, and the implementation of an authentic PLTL model is constrained by students' schedules and location accommodation. The propelled migration from face-to-face to online classes during the COVID-19 pandemic surfaced dissemination and implementation of such model alternative. The PLTL model was implemented for the fundamentals of Computer Science, i.e., CS 1, 2, and 3, where peer leaders learned pedagogical techniques, designed, implemented, and proctored programming activities for the three courses online. In this paper, we report the experience of the PLTL model applied to a computer science program in a community college. Experience includes the peer leaders' growth in disseminating material to their peers and how this model measures course performance, recruitment, retention, and completion.","PeriodicalId":371326,"journal":{"name":"Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129624687","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

How Do I Get People to Use My Ideas?: Lessons from Successful Innovators in CS Education 我如何让人们使用我的想法?:计算机科学教育中成功创新者的经验教训

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 Pub Date : 2023-03-02 DOI: 10.1145/3545945.3569779

C. L. Hovey, David P. Bunde, Zack J. Butler, C. Taylor

{"title":"How Do I Get People to Use My Ideas?: Lessons from Successful Innovators in CS Education","authors":"C. L. Hovey, David P. Bunde, Zack J. Butler, C. Taylor","doi":"10.1145/3545945.3569779","DOIUrl":"https://doi.org/10.1145/3545945.3569779","url":null,"abstract":"Improving Computer Science (CS) education requires increasing the meaningful usage of research-supported pedagogy and curriculum. Studies on propagation have largely looked at dissemination and adoption from the perspective of adopters: what motivates them to discover, experiment with, and continue using innovative teaching. This study adds to a growing body of research on approaches to encourage adoption by examining the perspectives and advice of successful propagators-education researchers who have had their innovations widely adopted. Drawing on interviews with fourteen CS education researchers, this paper identifies both points of convergence and unique insights across several broad areas: barriers to adoption, the structure of academia, relevant principles of design and techniques for deployment, and strategies for propagation. Notable findings include: the structure of academia has aspects that both impede and facilitate successful propagation; traditional academic funding sources do not adequately support ongoing propagation; and some successful strategies for getting the word out involve oblique approaches for reaching potential users. This exploration of common successful approaches can serve as a guide for developers and educational advocates when working to attract new users and broaden impact.","PeriodicalId":371326,"journal":{"name":"Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129639962","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

Ultra-Lightweight Early Prediction of At-Risk Students in CS1 CS1高危学生的超轻量级早期预测

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 Pub Date : 2023-03-02 DOI: 10.1145/3545945.3569764

Chelsea Gordon, Stan Zhao, Frank Vahid

{"title":"Ultra-Lightweight Early Prediction of At-Risk Students in CS1","authors":"Chelsea Gordon, Stan Zhao, Frank Vahid","doi":"10.1145/3545945.3569764","DOIUrl":"https://doi.org/10.1145/3545945.3569764","url":null,"abstract":"Early prediction of students at risk of doing poorly in CS1 can enable early interventions or class adjustments. Preferably, prediction methods would be lightweight, not requiring much extra activity or data-collection work from instructors beyond what they already do. Previous methods included giving surveys, collecting (potentially sensitive) demographic data, introducing clicker questions into lectures, or using locally-developed systems that analyze programming behavior, each requiring some effort by instructors. Today, a widely used textbook / learning system in CS1 classes is zyBooks, used by several hundred thousand students annually. The system automatically collects data related to reading, homework, and programming assignments. For a 300+ student CS1 class, we found that three data metrics, auto-collected by that system in early weeks (1-4), were good at predicting performance on the week-6 midterm exam: non-earnest completion of the assigned readings, struggle on the coding homework, and low scores on the programming assignments, with correlation magnitudes of 0.44, 0.58, and 0.72, respectively. We combined those metrics in a decision tree model to predict students at-risk of failing the midterm exam (<70%, meaning D or F), and achieved 85% prediction accuracy with 82% sensitivity and 89% specificity, which is higher than previously-published early-prediction approaches. The approach may mean that thousands of instructors already using zyBooks (or a similar system) can get a more accurate early prediction of at-risk students, without requiring extra effort or activities, and avoiding collection of sensitive demographic data.","PeriodicalId":371326,"journal":{"name":"Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127082893","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

Experiences Piloting a Diversity and Inclusion in Computing Innovations Course 计算机创新课程的多样性和包容性试点经验

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 Pub Date : 2023-03-02 DOI: 10.1145/3545945.3569773

Minji Kong, Lori Pollock

{"title":"Experiences Piloting a Diversity and Inclusion in Computing Innovations Course","authors":"Minji Kong, Lori Pollock","doi":"10.1145/3545945.3569773","DOIUrl":"https://doi.org/10.1145/3545945.3569773","url":null,"abstract":"With society's increasing dependence on computing innovations---especially technologies that impact decision-making in fields such as healthcare, financial services, child welfare, hiring, safety, and policing---it is increasingly important for the future creators of these innovations to learn how technologies can potentially negatively impact people of different identities and backgrounds. Unfortunately, few universities offer courses designed specifically for Computer Science and Engineering students to explore the issues of diversity, equity and inclusion of computing innovations. In this paper, we describe a one-semester, 3-credit course that we developed and piloted to address this gap at our institution. We describe the learning objectives, course schedule, in-class activities, and assignments, including pre-class preparation work, reflective journaling, and a capstone project. After significant discussion and activities on unpacking identity, the course covers nine different categories of computing innovations and the potential impacts on different identities. We summarize the resulting student artifacts and reflections, along with the instructors' reflections and steps toward further institutionalizing this kind of learning and reflection in a computer science program.","PeriodicalId":371326,"journal":{"name":"Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130109850","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

Characterizing Women's Alternative Pathways to a Computing Career Using Content Analysis 用内容分析描述女性进入计算机职业的不同途径

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 Pub Date : 2023-03-02 DOI: 10.1145/3545945.3569798

Jia Zhu, Stephanie J. Lunn, Monique S. Ross

{"title":"Characterizing Women's Alternative Pathways to a Computing Career Using Content Analysis","authors":"Jia Zhu, Stephanie J. Lunn, Monique S. Ross","doi":"10.1145/3545945.3569798","DOIUrl":"https://doi.org/10.1145/3545945.3569798","url":null,"abstract":"Technology innovation requires a set of diverse employees with computing skills. Yet, it remains a challenge for the global digital labor market to obtain an equitable representation of women. This is particularly true for women who enter the computing workforce after obtaining an initial undergraduate degree in a non-computing field. To resolve discrepancies, it is important to learn more about the factors influencing career trajectories and the possible alternative pathways that may encourage participation in the field. We define alternative pathways as any post-baccalaureate program or training that meets the needs of bachelor's degree-holding women with computing aspirations. This research paper, guided by Schlossberg's Transition Theory, conducted a content analysis on publicly available job profiles to characterize the types and features of alternative pathways commonly chosen by women in the United States (U.S.) to aid in understanding their transitions into a computing career. Findings from this study provide guidance and suggestions to women who are interested in transitioning to computing later in their career paths. It further outlines potential avenues with actionable recommendations for the computing education community to attract and retain women in the computing workforce in an effort to build an inclusive ecosystem.","PeriodicalId":371326,"journal":{"name":"Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128927655","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

Confidence is the Key: Unlocking Predictive Factors of Latinx Elementary Students on a Computational Thinking Measure 信心是关键:拉丁裔小学生计算思维量表预测因素的揭示

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 Pub Date : 2023-03-02 DOI: 10.1145/3545945.3569856

Leiny Garcia, M. Parker, Santiago Ojeda-Ramirez, M. Warschauer

{"title":"Confidence is the Key: Unlocking Predictive Factors of Latinx Elementary Students on a Computational Thinking Measure","authors":"Leiny Garcia, M. Parker, Santiago Ojeda-Ramirez, M. Warschauer","doi":"10.1145/3545945.3569856","DOIUrl":"https://doi.org/10.1145/3545945.3569856","url":null,"abstract":"As computing education begins to grow in K-12 classrooms, it is increasingly important to understand the relationships between a student's coding attitudes and computing outcomes. While work has been done at the undergraduate and high school level, less is known about elementary students, and even less about Latinx students. We sought to explore the connections between Latinx elementary students' coding attitudes and computational thinking (CT) skills after participating in a year-long, remote computing curriculum in a public school district in Southern California. We collected validated measures on coding attitudes and CT skills for 164 fourth-grade students. We used structural equation modeling to analyze the relationship between the coding attitude constructs (i.e., confidence, utility, perception of coders, social influences, and interest) and scores on a CT assessment while controlling for demographic factors (i.e., gender, English language fluency, free or reduced lunch status, reading and math standardized test scores). In a model demonstrating acceptable fit, only math scores were a significant predictor of CT scores and coding confidence. Confidence was found to be significantly associated with the other attitude constructs except for perception of coders. Our results indicate that confidence plays a prominent role in student computing learning, especially at a young age. Efforts to better support Latinx students in computer science should include strategies that address students' coding confidence, such as developing positive perceptions of a student's learning process (e.g., failures as learning opportunities) in specific coding skills and practices (e.g., tinkering, debugging).","PeriodicalId":371326,"journal":{"name":"Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1","volume":"142 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132018557","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