Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1最新文献_第6页

Experiences Teaching Coral Before C++ in CS1 在CS1中c++之前的珊瑚教学经验

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 Pub Date : 2023-03-02 DOI: 10.1145/3545945.3569732

Frank Vahid, Kelly Downey, Lizbeth Areizaga, Ashley Pang

{"title":"Experiences Teaching Coral Before C++ in CS1","authors":"Frank Vahid, Kelly Downey, Lizbeth Areizaga, Ashley Pang","doi":"10.1145/3545945.3569732","DOIUrl":"https://doi.org/10.1145/3545945.3569732","url":null,"abstract":"Coral was introduced several years ago to ease the learning in college-level introductory programming courses. Coral consists of a simple textual code language and corresponding flowchart language and a free web-based educational simulator. Previous researchers described the benefits of Coral in CS0 courses and the first weeks of CS1 courses. We previously used Coral in CS1 and enjoyed the teaching experience, due to: the simple intuitive syntax, the simulator's auto-creation of a flowchart from code, and the simulator's visualization of code and flowchart program execution. However, we wanted to ensure we weren't hurting students with the transition from Coral to C++. This paper describes our experiences of teaching Coral in a ~100-student CS1 section for weeks 1-3 versus two other sections that taught C++ only. We performed analyses to answer three research questions: (1) Do students learn Coral more easily than C++? (2) Do students easily transition from Coral to C++? and (3) Do Coral-treated students do equally well on later C++ programs? We analyzed performance on auto-graded code-writing problems in zyBooks. We did not find support for (1), but did find support for (2) and (3), with Coral-treated students easily switching to C++ and performing equally well on later C++ programs. We conclude that CS1 instructors who enjoy the early-weeks teaching benefits of Coral can do so confidently knowing that students will perform equally well later in the course.","PeriodicalId":371326,"journal":{"name":"Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1","volume":"32 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":"126762235","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

Reflections of Cybersecurity Workshop for K-12 Teachers K-12教师网络安全研讨会的思考

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 Pub Date : 2023-03-02 DOI: 10.1145/3545945.3569761

C. Mourning, H. Chenji, Allyson Hallman-Thrasher, S. Kaya, Nasseef Abukamail, D. Juedes, Avinash Karanth

引用次数: 2

On the Design and Implementation of a Quantum Architectures Knowledge Unit for a CS Curriculum 计算机科学课程中量子体系结构知识单元的设计与实现

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 Pub Date : 2023-03-02 DOI: 10.1145/3545945.3569845

Adrian German, M. Pias, Qiao Xiang

{"title":"On the Design and Implementation of a Quantum Architectures Knowledge Unit for a CS Curriculum","authors":"Adrian German, M. Pias, Qiao Xiang","doi":"10.1145/3545945.3569845","DOIUrl":"https://doi.org/10.1145/3545945.3569845","url":null,"abstract":"Sixteen years ago, Scott Aaronson remarked (in the presence of Ray Laflamme) that quantum mechanics (QM) resembles an operating system on which the rest of Physics is running its application software (except for general relativity \"which has not yet been successfully ported to this particular OS''). Prior to that, it took the insight of an educator and eminent computer scientist (Umesh Vazirani) to realize that a complete and consistent introduction to QM can be given via the language of qubits and quantum gates. Closer to the present, it took the profound intuition of another polymath (Terry Rudolph) to realize that the linear algebra normally at the foundation of such an approach can be replaced with a simple rewriting system accessible to middle school students. Rewriting systems are at the foundation of Computer Science, they are, in fact, the very fabric of it (e.g., Turing machines and lambda calculus), so these are very fortunate developments. Furthermore, a linear algebra prerequisite is now shared firmly in the CS undergraduate curriculum with Machine Learning, a topic that has known a very deep and sudden revival. Quantum Information Science and Technology (QIST) is inherently interdisciplinary and spans physics, computer science, mathematics, engineering, chemistry and materials science. We present three curricular plans for incorporating QIST topics (via Quantum Computing) into the CS undergraduate curriculum. Such plans have been constructed with a preliminary consultation with QED-C members (industry, academia, national labs, and government agencies) asking for comments, suggestions and general input on these three curricular plans.","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":"130406974","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

Providing a Choice of Time Trackers on Online Assessments 提供在线评估时间跟踪器的选择

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 Pub Date : 2023-03-02 DOI: 10.1145/3545945.3569776

J. R. Hott, Nada Basit, Ziyao Gao, Ella Truslow, Nour Goulmamine

{"title":"Providing a Choice of Time Trackers on Online Assessments","authors":"J. R. Hott, Nada Basit, Ziyao Gao, Ella Truslow, Nour Goulmamine","doi":"10.1145/3545945.3569776","DOIUrl":"https://doi.org/10.1145/3545945.3569776","url":null,"abstract":"Online assessments allow instructors to facilitate exams and quizzes in both virtual and large classes. Having a clear online timer during these assessments is vital to help students manage their time. However, these same timers can be a cause of anxiety, affecting student performance. Our goals were to determine (i) which types of visualizations are currently in use, (ii) which styles of online timer were preferred by students, and (iii) if providing students a choice of timer impacted their performance. We carried out a semester-long study employing multiple time-tracking displays across 29 online quizzes in three Computer Science courses with a total of 113 student participants. Timer visualizations included count down and elapsed time text as a text-only display or combined with a graphical representation, such as a color-changing progress bar, gray-scale progress bar, or changing phases of the moon. Overwhelmingly students chose a time tracker that counted down the time left in the quiz, preferred graphical displays to text-only, and visualizations that changed color to better indicate the passing of time. Students who were given a choice on all assessments throughout the study typically picked and kept the same timer throughout or settled on a preferred timer after only a few assessments. Providing students that choice before their quiz had no significant effect on their performance relative to students who were not given a choice. These findings indicate that it is helpful to give students the choice of online timer, providing them a more accommodating and comfortable testing environment.","PeriodicalId":371326,"journal":{"name":"Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1","volume":"16 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":"121078887","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

Virtual Summer Camp for High School Students with Disabilities - An Experience Report 高中残障学生虚拟夏令营体验报告

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 Pub Date : 2023-03-02 DOI: 10.1145/3545945.3569818

Wei Wang, Kathy B. Ewoldt, Mimi Xie, A. Mestas-Nuñez, Sean Soderman, Jeffrey Wang

{"title":"Virtual Summer Camp for High School Students with Disabilities - An Experience Report","authors":"Wei Wang, Kathy B. Ewoldt, Mimi Xie, A. Mestas-Nuñez, Sean Soderman, Jeffrey Wang","doi":"10.1145/3545945.3569818","DOIUrl":"https://doi.org/10.1145/3545945.3569818","url":null,"abstract":"In the past years, the authors held computer programming and machine learning summer camp for high-school students with disabilities. Due to the pandemic, the summer camp was offered virtually in 2020 and 2021. This paper reports our experience of teaching this summer camp. The main goal of the summer camp was to let students with disabilities get first-hand experience of working in STEM fields to encourage them to pursue STEM careers. The curriculum was primarily composed of hands-on activities for Python programming and Computer Vision. Besides lectures and programming tasks, there were also guest speakers and an external panel to offer their personal experiences of working in STEM fields. Students enrolled had disabilities including Autism, learning disability, vision impairments, and blindness. The summer camp was successful, and all students were able to finish all programming tasks. Special accommodations and adjustments were necessary, especially in the curriculum, schedule, teaching practices, and the involvement of special educators. The overall effort to make these adjustments was not extremely high. However, we did observe accessibility issues for the student with blindness. Overall, our experience shows that online programming camps for high-school students with disabilities are feasible, and students with disabilities can potentially be successful Computer Science professionals.","PeriodicalId":371326,"journal":{"name":"Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1","volume":"31 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":"128860975","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

Is More Better When Embedding Ethics in CS Courses? 在计算机科学课程中嵌入伦理学是否更好?

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 Pub Date : 2023-03-02 DOI: 10.1145/3545945.3569881

Diane Horton, David Liu, Sheila A. McIlraith, Nina Wang

{"title":"Is More Better When Embedding Ethics in CS Courses?","authors":"Diane Horton, David Liu, Sheila A. McIlraith, Nina Wang","doi":"10.1145/3545945.3569881","DOIUrl":"https://doi.org/10.1145/3545945.3569881","url":null,"abstract":"Embedding ethics modules in computer science (CS) courses is an approach to post-secondary ethics education that has been gaining traction. In contrast to dedicated courses on ethics in CS, embedding ethics modules into CS courses supports tight connections between ethical considerations and CS concepts, as well as enabling repeated exposure to ethics across multiple courses. Initial studies of the effectiveness of such modules suggest that this approach can increase both student interest in ethics and technology, and student self-efficacy towards incorporating ethical considerations in their computing work. Departments wishing to deploy embedded ethics (EE) modules need to decide how to invest resources, including class time, to maximize effectiveness while maintaining curriculum objectives. Such considerations include the number of EE module experiences a student has throughout their degree program, as well as the spacing of those experiences. Research to date has focused on the effect of a single embedded ethics module. In this paper, we report on a study examining the impact of experiencing EE modules in multiple courses. Among our findings, our results suggest that more is not necessarily better --- that a modest number of periodic exposures to EE modules over the course of a degree program may be sufficient to achieve sustained positive attitudes and self-efficacy among students. While a picture is beginning to emerge, these results highlight the need for further research on the effectiveness of embedded ethics programs as a whole.","PeriodicalId":371326,"journal":{"name":"Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1","volume":"68 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":"130784972","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: 2

Embedding and Scaling Writing Instruction Across First- and Second-Year Computer Science Courses 在一、二年级计算机科学课程中嵌入和扩展写作教学

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 Pub Date : 2023-03-02 DOI: 10.1145/3545945.3569729

Lisa Zhang, Bogdan Simion, M. Kaler, Amna Liaqat, Daniel Dick, Andi Bergen, Michael A. Miljanovic, Andrew Petersen

引用次数: 0

Using Near-Peer Interviews to Support English Language Learners 使用近同伴访谈来支持英语学习者

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 Pub Date : 2023-03-02 DOI: 10.1145/3545945.3569868

Oluwakemi Ola

引用次数: 0

What Is Your Biggest Pain Point?: An Investigation of CS Instructor Obstacles, Workarounds, and Desires 你最大的痛点是什么?: CS讲师障碍、变通方法和愿望的调查

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 Pub Date : 2023-03-02 DOI: 10.1145/3545945.3569816

Samim Mirhosseini, Austin Z. Henley, Chris Parnin

{"title":"What Is Your Biggest Pain Point?: An Investigation of CS Instructor Obstacles, Workarounds, and Desires","authors":"Samim Mirhosseini, Austin Z. Henley, Chris Parnin","doi":"10.1145/3545945.3569816","DOIUrl":"https://doi.org/10.1145/3545945.3569816","url":null,"abstract":"Computer science instructors have one of the most crucial roles in training and making educational materials. However, they face many challenges everyday that make it difficult to provide a high-quality learning experience to their students. Additionally, demand for computer science training is rapidly increasing, and to meet this demand, classrooms need to run on a larger scale, which may exacerbate instructor pain points further. While many of the previous studies in the computer science education community have focused on improving the students' learning experience, in this study we investigate computer science instructors. It is paramount to understand how instructors can be supported more effectively while continuing to improve the material they use in their courses and allow them to focus on student needs. To understand these instructor challenges, we conducted semi-structured interviews with 32 computer science instructors at universities and community colleges to ask about their experiences in preparing course material, lecturing, grading, providing feedback to students, and what they wished they could change. In this paper, we summarize our findings as themes of challenges and pain points for instructors, the consequences of not solving them, and suggested guidelines that may help resolve or reduce these pain points.","PeriodicalId":371326,"journal":{"name":"Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1","volume":"20 23","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132272041","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: 7

Goal-Congruity Theory Predicts Students' Sense of Belonging in Computing Across Racial/Ethnic Groups 目标一致性理论预测不同种族/民族学生的计算机归属感

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 Pub Date : 2023-03-02 DOI: 10.1145/3545945.3569834

Kathleen Isenegger, Karisha George, Paul Bruno, Colleen M. Lewis

引用次数: 1