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Traditional introductory programming classes teach sequential programming using a single-threaded programming model. It is typical to wait until a student has developed proficiency in sequential programming before teaching parallel programming. As computer hardware becomes increasingly parallel, there is a greater need for software engineers who are proficient in designing parallel programs, and not just by "parallelizing" sequential designs. Teaching parallelism first is an important step towards educating tomorrow's programmers.

We present an overview of a five-day introductory parallel programming course. We taught the course to nine and ten year-olds with no prior programming experience. Our course utilized a fundamentally parallel language we designed for the course, one with a near-natural language syntax that exposed the parallel processors throughout the code. This language, coupled with an interactive online programming environment, allowed us to teach a wide range of parallel programming concepts in a very limited timeframe.

We also present examples of student-written code that demonstrates their understanding of some basic parallel programming concepts, and we describe the overall course goal and specific lesson plans geared towards teaching students how to "think parallel."

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Author image not provided  Chris Gregg

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Bibliometrics: publication history
Publication years2011-2016
Publication count6
Citation Count55
Available for download2
Downloads (6 Weeks)4
Downloads (12 Months)64
Downloads (cumulative)985
Average downloads per article492.50
Average citations per article9.17
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Author image not provided  Luther Tychonievich

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Bibliometrics: publication history
Publication years2009-2015
Publication count7
Citation Count14
Available for download3
Downloads (6 Weeks)11
Downloads (12 Months)102
Downloads (cumulative)479
Average downloads per article159.67
Average citations per article2.00
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Author image not provided  James Cohoon

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Bibliometrics: publication history
Publication years1982-2013
Publication count67
Citation Count193
Available for download7
Downloads (6 Weeks)11
Downloads (12 Months)112
Downloads (cumulative)2,001
Average downloads per article285.86
Average citations per article2.88
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Author image not provided  Kim Hazelwood

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Bibliometrics: publication history
Publication years2000-2015
Publication count34
Citation Count1,211
Available for download24
Downloads (6 Weeks)109
Downloads (12 Months)1,707
Downloads (cumulative)13,351
Average downloads per article556.29
Average citations per article35.62
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top of pageREFERENCES

Note: OCR errors may be found in this Reference List extracted from the full text article. ACM has opted to expose the complete List rather than only correct and linked references.

 
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The ACM Computing Classification System (CCS rev.2012)

Note: Larger/Darker text within each node indicates a higher relevance of the materials to the taxonomic classification.

top of pagePUBLICATION

Title SIGCSE '12 Proceedings of the 43rd ACM technical symposium on Computer Science Education table of contents
Conference Chairs Laurie Smith King College of the Holy Cross
David R. Musicant
Program Chairs Tracy Camp Colorado School of Mines
Paul Tymann Rochester Institute of Technology
Pages 51-56
Publication Date2012-02-29 (yyyy-mm-dd)
Sponsor SIGCSE ACM Special Interest Group on Computer Science Education
PublisherACM New York, NY, USA ©2012
ISBN: 978-1-4503-1098-7 Order Number: 457120 doi>10.1145/2157136.2157155
Conference CSEComputer Science Education CSE logo
Paper Acceptance Rate 100 of 289 submissions, 35%
Overall Acceptance Rate 1,944 of 5,613 submissions, 35%
Year Submitted Accepted Rate
SIGCSE '95 215 75 35%
SIGCSE '96 205 78 38%
SIGCSE '97 177 75 42%
SIGCSE '98 201 72 36%
SIGCSE '99 190 70 37%
SIGCSE '00 220 78 35%
SIGCSE '01 225 78 35%
SIGCSE '02 234 73 31%
SIGCSE '04 320 90 28%
SIGCSE '05 330 104 32%
SIGCSE '06 294 104 35%
SIGCSE '07 316 108 34%
SIGCSE '08 324 100 31%
SIGCSE '09 302 100 33%
SIGCSE '10 303 103 34%
SIGCSE '11 315 107 34%
SIGCSE '12 289 100 35%
SIGCSE '13 293 111 38%
SIGCSE '14 274 108 39%
SIGCSE '15 289 105 36%
SIGCSE '16 297 105 35%
Overall 5,613 1,944 35%

APPEARS IN
Education

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top of pageTable of Contents

Proceedings of the 43rd ACM technical symposium on Computer Science Education
Table of Contents
SESSION: Plenary session
Laurie Smith King, Dave Musicant
The teacher's job is to design learning experiences; not primarily to impart information
Frederick P. Brooks, Jr.
Pages: 1-2
doi>10.1145/2157136.2157138
Full text: PDFPDF

The primary job of the teacher is to make learning happen; that is a design task. Most of us learned most of what we know by what we did, not by what we heard or read. A corollary is that the careful designing of exercises, assignments, projects, even ...
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PANEL SESSION: Computer curricula 2013: update
Mehran Sahami
Computer science curriculum 2013: reviewing the strawman report from the ACM/IEEE-CS task force
Mehran Sahami, Steve Roach, Ernesto Cuadros-Vargas, David Reed
Pages: 3-4
doi>10.1145/2157136.2157140
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Beginning over 40 years ago with the publication of Curriculum 68, the major professional societies in computing--ACM and IEEE-Computer Society--have sponsored various efforts to establish international curricular guidelines for undergraduate programs ...
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PANEL SESSION: Scrum across the CS/SE curricula
Mark Hoffman
Scrum across the CS/SE curricula: a retrospective
Charles Wallace, Sriram Mohan, Douglas Troy, Mark E. Hoffman
Pages: 5-6
doi>10.1145/2157136.2157142
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Scrum is one of the many agile approaches to software development that have been widely adopted over the past decade. Agile processes allow developers to embrace under-defined problems in complex environments where change in requirements is inevitable. ...
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SESSION: Special session
Ursula Wolz
The role of interdisciplinary computing in higher education, research and industry
Ursula Wolz, Lillian (Botos) Cassel
Pages: 7-8
doi>10.1145/2157136.2157144
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SESSION: Paper: data structures and algorithms
Ivona Bezakova
Sustainability themed problem solving in data structures and algorithms
Ali Erkan, Tom Pfaff, Jason Hamilton, Michael Rogers
Pages: 9-14
doi>10.1145/2157136.2157146
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During the past two years, we have been creating curricular material centered around complex problems rooted in sustainability. Since multi-disciplinary learning is one of our primary goals, these projects are most meaningful when they connect students ...
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Metaphors and analogies for teaching algorithms
Michal Forišek, Monika Steinová
Pages: 15-20
doi>10.1145/2157136.2157147
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In this paper we explore the topic of using metaphors and analogies in teaching algorithms. We argue their importance in the teaching process. We present a selection of metaphors we successfully used when teaching algorithms to secondary school students. ...
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Detecting and understanding students' misconceptions related to algorithms and data structures
Holger Danielsiek, Wolfgang Paul, Jan Vahrenhold
Pages: 21-26
doi>10.1145/2157136.2157148
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We describe the first results of our work towards a concept inventory for Algorithms and Data Structures. Based on expert interviews and the analysis of 400 exams we were able to identify several core topics which are prone to error. In a pilot study, ...
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SESSION: Paper: robots
Sherri Goings
A C-based introductory course using robots
David Cowden, April O'Neill, Erik Opavsky, Dilan Ustek, Henry M. Walker
Pages: 27-32
doi>10.1145/2157136.2157150
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Using robots in introductory computer science classes has recently become a popular method of increasing student interest in computer science. This paper describes the development of a new curriculum for a CS 2 course, Imperative Problem Solving and ...
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dLife: a Java library for multiplatform robotics, AI and vision in undergraduate CS and research
Grant Braught
Pages: 33-38
doi>10.1145/2157136.2157151
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dLife is a free and open-source Java library that supports undergraduate education and research involving robotics, artificial intelligence, machine learning and computer vision. The design of dLife addresses many concerns raised by experience reports ...
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Seven big ideas in robotics, and how to teach them
David S. Touretzky
Pages: 39-44
doi>10.1145/2157136.2157152
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Robotics is widely recognized as an interdisciplinary mixture of engineering and computer science, but the latter component is not well represented at many undergraduate institutions. The sophisticated technologies that underlie perception, planning, ...
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SESSION: Paper: K-6 collaborations
Sheila Castaneda
Design and evaluation of a braided teaching course in sixth grade computer science education
Arno Pasternak, Jan Vahrenhold
Pages: 45-50
doi>10.1145/2157136.2157154
Full text: PDFPDF

We report on the design and evaluation of the first year of a Computer Science course in lower secondary education that implements the concept of braided teaching. Besides being a proof-of-concept, our study demonstrates that students an indeed be taught ...
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EcoSim: a language and experience teaching parallel programming in elementary school
Chris Gregg, Luther Tychonievich, James Cohoon, Kim Hazelwood
Pages: 51-56
doi>10.1145/2157136.2157155
Full text: PDFPDF

Traditional introductory programming classes teach sequential programming using a single-threaded programming model. It is typical to wait until a student has developed proficiency in sequential programming before teaching parallel programming. As computer ...
expand
Building upon and enriching grade four mathematics standards with programming curriculum
Colleen M. Lewis, Niral Shah
Pages: 57-62
doi>10.1145/2157136.2157156
Full text: PDFPDF

We found that fifth grade students' scores on Scratch programming quizzes in a summer enrichment course were highly correlated with their scores on a standardized test for mathematics. We identify ways in which the programming curriculum builds upon ...
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SESSION: Paper: tools
Sage Miller
Calico: a multi-programming-language, multi-context framework designed for computer science education
Douglas Blank, Jennifer S. Kay, James B. Marshall, Keith O'Hara, Mark Russo
Pages: 63-68
doi>10.1145/2157136.2157158
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The Calico project is a multi-language, multi-context programming framework and learning environment for computing education. This environment is designed to support several interoperable programming languages (including Python, Scheme, and a visual ...
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How a language-based GUI generator can influence the teaching of object-oriented programming
Prasun Dewan
Pages: 69-74
doi>10.1145/2157136.2157159
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A language-based direct-manipulation user-interface generator automatically creates a visualization of an object directly from its class, allows users to edit the visualization, and invokes methods in the object in response to these edits. Such a generator ...
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CodeWave: a real-time, collaborative IDE for enhanced learning in computer science
Jason Vandeventer, Benjamin Barbour
Pages: 75-80
doi>10.1145/2157136.2157160
Full text: PDFPDF

Computer science instructors often rely on the final version of a program for assessment and feedback. This ignores the process the student used to arrive at the final program. When the instructor has the ability to observe real-time development progress ...
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PANEL SESSION: A stratified view of programming language parallelism for undergraduate CS education
Richard Brown
A stratified view of programming language parallelism for undergraduate CS education
Richard A. Brown, Joel C. Adams, David P. Bunde, Jens Mache, Elizabeth Shoop
Pages: 81-82
doi>10.1145/2157136.2157162
Full text: PDFPDF

It is no longer news that undergraduates in computer science need to learn more about parallelism. The range of options for parallel programming is truly staggering, involving hundreds of languages. How can a CS instructor make informed choices among ...
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SESSION: Special session
Daniel Garcia
DeMystifying computing with magic
Daniel D. Garcia, David Ginat
Pages: 83-84
doi>10.1145/2157136.2157164
Full text: PDFPDF

One of the most important tasks an introductory computing student must do is to form a mental model of how the computer works. This could be as specific as understanding the read-evaluate-print loop of an interpreter, or as general as believing that ...
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PANEL SESSION: Community-based projects for computing majors: opportunities, challenges and best practices
Jeffrey Stone
Community-based projects for computing majors: opportunities, challenges and best practices
Jeffrey A. Stone, Bonnie MacKellar, Elinor M. Madigan, Janice L. Pearce
Pages: 85-86
doi>10.1145/2157136.2157166
Full text: PDFPDF

The use of community-based projects has been recognized as having pedagogical and experiential value for computing majors (e.g. [3], [4], [5], [6]). Community-based projects can be valuable learning experiences for computing majors as well as for faculty ...
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SESSION: Paper: games
Adrienne Decker
The five year evolution of a game programming course
Gillian Smith, Anne Sullivan
Pages: 87-92
doi>10.1145/2157136.2157168
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This paper presents lessons learned from five years of teaching a game design and programming outreach course. This class is taught over the course of a month to high school students participating in the California Summer School for Mathematics and Science ...
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Programming, PWNed: using digital game development to enhance learners' competency and self-efficacy in a high school computing science course
Katie Seaborn, Magy Seif El-Nasr, David Milam, Darren Yung
Pages: 93-98
doi>10.1145/2157136.2157169
Full text: PDFPDF

Games are an important part of popular culture and have successfully engaged audiences from different age groups [8]. This has caused many educators to start thinking of different ways to infuse game-based techniques (playing or construction) to enhance ...
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A learning objective focused methodology for the design and evaluation of game-based tutors
Michael John Eagle, Tiffany Barnes
Pages: 99-104
doi>10.1145/2157136.2157170
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We present the Game2Learn methodology for the design and evaluation of educational games with a focus on well-defined learning objectives and empirical verification. This integrative process adapts ideas from educational design, intelligent tutoring ...
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SESSION: Paper: professional experiences
Sarah Heckman
Course guides: a model for bringing professionals into the classroom
Thomas Gibbons
Pages: 105-110
doi>10.1145/2157136.2157172
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A new model, professional course guides, describes how practicing professionals can be brought into the classroom as student mentors and integrated into the course material. This new model is compared to existing models for student interactions with ...
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Towards a better capstone experience
Sriram Mohan, Stephen Chenoweth, Shawn Bohner
Pages: 111-116
doi>10.1145/2157136.2157173
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The computer science capstone experience is designed to bridge the gap from university expectations to those of industry. Yet trying to solve this problem with a single course sequence, even one spanning the senior year, has some shortcomings, in terms ...
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An open co-op model for global enterprise technology education: integrating the internship and course work
Jeffrey Saltz, Jae Oh
Pages: 117-122
doi>10.1145/2157136.2157174
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We present an open co-op program called Global Enterprise Technology Immersion Experience (GET IE) developed by JPMorgan Chase & Co. and Syracuse University. The new program creates a global enterprise focus in technology-oriented academic majors, ...
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SESSION: Paper: a session with a view
Don Goelman
Integrating video components in CS1
Tamar Vilner, Ela Zur, Ronit Sagi
Pages: 123-128
doi>10.1145/2157136.2157176
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The Open University of Israel (OUI) is a distance learning university. Our CS1 course is taught through video-taped lectures that cover the study material. In addition, students may participate in face-to-face group meetings in study centers located ...
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Development and evaluation of indexed captioned searchable videos for STEM coursework
Tayfun Tuna, Jaspal Subhlok, Lecia Barker, Varun Varghese, Olin Johnson, Shishir Shah
Pages: 129-134
doi>10.1145/2157136.2157177
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Videos of classroom lectures have proven to be a popular and versatile learning resource. This paper reports on videos featuring Indexing, Captioning, and Search capability (ICS Videos). The goal is to allow a user to rapidly search and access a topic ...
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Metaview: a tool for learning about viewing in 3D
James R. Miller
Pages: 135-140
doi>10.1145/2157136.2157178
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Metaview is an interactive tool that helps to teach concepts related to nested 3D coordinate systems, especially in the context of defining and establishing views of 3D scenes in common graphics APIs like OpenGL and Direct3D. We describe the context ...
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SESSION: Paper: pedagogy: programming
Saquib Razak
Mediated transfer: Alice 3 to Java
Wanda Dann, Dennis Cosgrove, Don Slater, Dave Culyba, Steve Cooper
Pages: 141-146
doi>10.1145/2157136.2157180
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In this paper, we describe a pedagogy for an undergraduate programming course using Alice 3 and Java. We applied the educational theory of mediated transfer to develop a new version of the Alice system and accompanying instructional materials. The pedagogy ...
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Over-confidence and confusion in using bloom for programming fundamentals assessment
Richard Gluga, Judy Kay, Raymond Lister, Sabina Kleitman, Tim Lever
Pages: 147-152
doi>10.1145/2157136.2157181
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A computer science student is required to progress from a novice programmer to a proficient developer through the programming fundamentals sequence of subjects. This paper deals with the capturing and representation of learning progression. The key contribution ...
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Modeling how students learn to program
Chris Piech, Mehran Sahami, Daphne Koller, Steve Cooper, Paulo Blikstein
Pages: 153-160
doi>10.1145/2157136.2157182
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Despite the potential wealth of educational indicators expressed in a student's approach to homework assignments, how students arrive at their final solution is largely overlooked in university courses. In this paper we present a methodology which uses ...
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PANEL SESSION: Science fiction in computer science education
Rebecca Bates
Science fiction in computer science education
Rebecca Bates, Judy Goldsmith, Rosalyn Berne, Valerie Summet, Nanette Veilleux
Pages: 161-162
doi>10.1145/2157136.2157184
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The use of science fiction (SF) to engage students in computer science learning is becoming more popular [1-6]. There is ample material available to help both undergraduate and graduate students make connections between technical content and human experience, ...
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PANEL SESSION: Diversity initiatives to support systemic change for women in undergraduate computing
Leisa D. Thompson
Initiatives to support systemic change for women in undergraduate computing
Leisa D. Thompson, Lecia J. Barker, Rita Manco Powell, Catherine E. Brawner, Tom McKlin
Pages: 163-164
doi>10.1145/2157136.2157186
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The National Center for Women & Information Technology (NCWIT) Extension Services for Undergraduate Programs (ES-UP) has created a large group of trained consultants (ESCs) and clients who are passionate about women's participation in computing. ...
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SESSION: Special session
Christopher Hundhausen
Transforming the CS classroom with studio-based learning
N. Hari Narayanan, Christopher Hundhausen, Dean Hendrix, Martha Crosby
Pages: 165-166
doi>10.1145/2157136.2157188
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The studio-based learning (SBL) model aims to promote learning in a social and collaborative context by having learners construct, iteratively refine, and critically review design artifacts under the guidance of instructors and disciplinary experts. ...
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SESSION: Paper: broadening participation
Kristine Nagel
Making turing machines accessible to blind students
Pierluigi Crescenzi, Leonardo Rossi, Gianluca Apollaro
Pages: 167-172
doi>10.1145/2157136.2157190
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In this paper we describe how we tried to make the well-known JFLAP Turing machine simulator accessible to blind students taking a theoretical computer science course. Software accessibility is an important topic for both legal and ethical reasons: in ...
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Toward an emergent theory of broadening participation in computer science education
David C. Webb, Alexander Repenning, Kyu Han Koh
Pages: 173-178
doi>10.1145/2157136.2157191
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A fundamental challenge to computer science education is the difficulty of broadening participation of women and underserved communities. The idea of game design and game programming as an activity to introduce children at an early age to computational ...
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Exploring formal learning groups and their impact on recruitment of women in undergraduate CS
Julie Krause, Irene Polycarpou, Keith Hellman
Pages: 179-184
doi>10.1145/2157136.2157192
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As percentages of women in computing jobs and university programs decline, recruiting and retaining women in the field of Computer Science (CS) becomes increasingly important. Undergraduate CS programs, and more specifically, introductory-level CS courses, ...
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SESSION: Paper: online collaboration
Charles Leska
Perspectives on active learning and collaboration: JavaWIDE in the classroom
Jam Jenkins, Evelyn Brannock, Thomas Cooper, Sonal Dekhane, Mark Hall, Michael Nguyen
Pages: 185-190
doi>10.1145/2157136.2157194
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The Java Wiki Integrated Development Environment (JavaWIDE) is an innovative environment that promotes active learning and collaboration in programming courses. This paper surveys how JavaWIDE's features have been used to promote active and collaborative ...
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How well do online forums facilitate discussion and collaboration among novice animation programmers?
Christopher Scaffidi, Aniket Dahotre, Yan Zhang
Pages: 191-196
doi>10.1145/2157136.2157195
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Animation programming is a widely-respected approach for helping students to learn programming skills, and online forums are a widely-used approach for helping students to interact with one another. But in what ways, if any, does combining animation ...
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Classroom salon: a tool for social collaboration
John Barr, Ananda Gunawardena
Pages: 197-202
doi>10.1145/2157136.2157196
Full text: PDFPDF

Classroom Salon is an on-line social collaboration tool that allows instructors to create, manage, and analyze social net- works (called Salons) to enhance student learning. Students in a Salon can cooperatively create, comment on, and modify documents. ...
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SESSION: Paper: middle school collaborations
Catherine Lang
Bringing the breadth of computer science to middle schools
Elizabeth Carter, Glenn Blank, Jennifer Walz
Pages: 203-208
doi>10.1145/2157136.2157198
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In order to garner more student interest in the pursuit of computer science as both a major and a career path, K-12 students need to be made aware of what computer science is and what it is about earlier in their education. Although students in many ...
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Integrating hard and soft skills: software engineers serving middle school teachers
Richard Burns, Lori Pollock, Terry Harvey
Pages: 209-214
doi>10.1145/2157136.2157199
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We have developed and implemented, over four semesters, a model for engaging computer science majors in service learning for teachers of grades 6-8 at a K-8 school in an underserved community. This paper describes the design of a course focused on interweaving ...
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The fairy performance assessment: measuring computational thinking in middle school
Linda Werner, Jill Denner, Shannon Campe, Damon Chizuru Kawamoto
Pages: 215-220
doi>10.1145/2157136.2157200
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Computational thinking (CT) has been described as an essential capacity to prepare students for computer science, as well as to be productive members of society. But efforts to engage K-12 students in CT are hampered by a lack of definition and assessment ...
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SESSION: Paper: new tricks for the classroom
Julian Mason
Running students' software tests against each others' code: new life for an old "gimmick"
Stephen H. Edwards, Zalia Shams, Michael Cogswell, Robert C. Senkbeil
Pages: 221-226
doi>10.1145/2157136.2157202
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At SIGCSE 2002, Michael Goldwasser suggested a strategy for adding software testing practices to programming courses by requiring students to turn in tests along with their solutions, and then running every student's tests against every other student's ...
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Group note-taking in a large lecture class
Christopher Plaue, Sal LaMarca, Shelby H. Funk
Pages: 227-232
doi>10.1145/2157136.2157203
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Large introductory-level classes provide a cost-efficient approach for universities to serve many students at once, but also present several challenges to learning (e.g., poor visual angles). In addition, more students with declared, undeclared, or undiagnosed ...
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Following a thread: knitting patterns and program tracing
Michelle Craig, Sarah Petersen, Andrew Petersen
Pages: 233-238
doi>10.1145/2157136.2157204
Full text: PDFPDF

This paper presents observations about teaching program tracing to novices drawn from a study of knitting patterns. Due to changes in audience, knitting patterns have evolved from vague, chatty discourse written for experts to precise, line-by-line procedures ...
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SESSION: Plenary Session
Tracy Camp, Paul Tyman
From computational thinking to computational values
Hal Abelson
Pages: 239-240
doi>10.1145/2157136.2157206
Full text: PDFPDF

SIGCSE members love the beauty of computational thinking. They know the joy of bringing those ideas to young people. That love for computational thinking entails respect for the computational values that empower people in the digital world. For academics, ...
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PANEL SESSION: Teaching mathematical reasoning across the curriculum
Joan Krone
Teaching mathematical reasoning across the curriculum
Joan Krone, Doug Baldwin, Jeffrey C. Carver, Joseph E. Hollingsworth, Amruth Kumar, Murali Sitaraman
Pages: 241-242
doi>10.1145/2157136.2157208
Full text: PDFPDF
SESSION: Special session
Scott Portnoff
Teaching HS computer science as if the rest of the world existed: rationale for a HS Pre-APCS curriculum of interdisciplinary central-problem-based units that model real-world applications
Scott R. Portnoff
Pages: 243-244
doi>10.1145/2157136.2157210
Full text: PDFPDF

The presentation, an interim report, will focus on the design, implementation and rationale for a pre-APCS HS curriculum of Interdisciplinary Central-Problem-Based units that model real-world applications. In a typical multi-week unit, students use an ...
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SESSION: Special session
Guy-Alain Amoussou
Funding the challenges in computing
Guy-Alain Amoussou, Scott Grissom
Pages: 245-246
doi>10.1145/2157136.2157212
Full text: PDFPDF

What are the perceived challenges by the computing education and research communities? After small groups discuss this question, we will compare and contrast these perceived challenges to the current trend in proposals submitted and funded by the National ...
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SESSION: Paper: CS1: new ideas
Lori Carter
Creative coding and visual portfolios for CS1
Ira Greenberg, Deepak Kumar, Dianna Xu
Pages: 247-252
doi>10.1145/2157136.2157214
Full text: PDFPDF

In this paper, we present the design and development of a new approach to teaching the college-level introductory computing course (CS1) using the context of art and creative coding. Over the course of a semester, students create a portfolio of aesthetic ...
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Stepping up to integrative questions on CS1 exams
Daniel Zingaro, Andrew Petersen, Michelle Craig
Pages: 253-258
doi>10.1145/2157136.2157215
Full text: PDFPDF

In this paper, we explore the use of sequences of small code writing questions ("concept questions") designed to incrementally evaluate single programming concepts. We report on a study of student performance on a CS1 final examination that included ...
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Using reflective blogs for pedagogical feedback in CS1
Jeffrey A. Stone
Pages: 259-264
doi>10.1145/2157136.2157216
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The use of weekly, reflective student blogs can be one method for collecting ongoing feedback about a CS1 course. Reflective blogs permit a continuous feedback loop that can be used for both formative and summative assessment of pedagogical innovations. ...
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SESSION: Paper: team work
Jody Paul
Participation patterns in student teams
Vreda Pieterse, Lisa Thompson, Linda Marshall, Dina M. Venter
Pages: 265-270
doi>10.1145/2157136.2157218
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We describe a process that we applied for teaching teamwork in a Software Engineering module. Our objective with this process was to create opportunities for our students to experience some of the problems of working in a group before they formed teams ...
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Application of non-programming focused treisman-style workshops in introductory computer science
Alan C. Jamieson, Lindsay H. Jamieson, Angela C. Johnson
Pages: 271-276
doi>10.1145/2157136.2157219
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In the 1960s and 70s, Uri Treisman developed a specific style of workshops to encourage the retention of underrepresented minority students in Calculus courses at the University of California, Berkley. Since that time, workshops based on the Treisman ...
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Collaboration across the curriculum: a disciplined approach todeveloping team skills
Ben Coleman, Matthew Lang
Pages: 277-282
doi>10.1145/2157136.2157220
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Improving communication and collaborative skills of computer science students has been a priority in the community for some time. We present our philosophy, collaboration across the curriculum, which moves beyond existing individual courses or course ...
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SESSION: Paper: summer experiences
Kinnis Gosha
App inventor for android: report from a summer camp
Krishnendu Roy
Pages: 283-288
doi>10.1145/2157136.2157222
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Google's App Inventor for Android (AIA) is the newest visual "blocks" programming language designed to introduce students to programming through creation of mobile applications (apps). AIA opens up the world of mobile apps to novice programmers. Success ...
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Effective and sustainable computing summer camps
Barbara Ericson, Tom McKlin
Pages: 289-294
doi>10.1145/2157136.2157223
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universities. But, it is not enough to offer computing summer camps and hope that students like them. The camps should be effective by some measure, such as broadening participation by underrepresented groups and/or increasing learning. Summer camps ...
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A summer science experience with computer graphics for secondary students
Timothy A. Davis
Pages: 295-300
doi>10.1145/2157136.2157224
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This paper describes the principles, implementation, and results of a weeklong summer science course for junior high and high school students interested in computer science. To motivate and foster interest and creativity in students, while providing ...
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SESSION: Paper: software engineering
Ariel Ortiz
Integrating UX with scrum in an undergraduate software development project
Chase Felker, Radka Slamova, Janet Davis
Pages: 301-306
doi>10.1145/2157136.2157226
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We report our experiences using the Scrum agile software development method in an undergraduate user-centered web development project. Our chief contributions are to report on using Scrum in a summer research setting as distinct from academic-year coursework ...
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Using WReSTT in SE courses: an empirical study
Peter J. Clarke, Jairo Pava, Debra Davis, Frank Hernandez, Tariq M. King
Pages: 307-312
doi>10.1145/2157136.2157227
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There continues to be a lack of adequate training for students in software testing techniques and tools at most academic institutions. Several educators and researchers have investigated innovative approaches that integrate testing into programming and ...
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Understanding the tenets of agile software engineering: lecturing, exploration and critical thinking
Shvetha Soundararajan, Amine Chigani, James D. Arthur
Pages: 313-318
doi>10.1145/2157136.2157228
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The use of agile principles and practices in software development is becoming a powerful force in today's workplace. In our quest to develop better products, therefore, it is imperative that we strive to learn and understand the application of agile ...
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SESSION: Special session
Owen Astrachan
CS principles: piloting a national course
Owen Astrachan, Ralph Morelli, Dwight Barnette, Jeff Gray, Chinma Uche, Bill Cowles, Rebecca Dovi
Pages: 319-320
doi>10.1145/2157136.2157230
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SESSION: Special session
Pat Yongpradit
Fun, phone, and the future: Microsoft XNA game studio, Windows phone, and Kinect SDK
Pat Yongpradit
Pages: 321-322
doi>10.1145/2157136.2157232
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Microsoft XNA Game Studio and C# provide the basis of an advanced high school or introductory post-secondary game development computer science course. Game development is serious computer science. The curriculum tools enable students to create games, ...
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SESSION: Special Session
Michael Kölling
Building an open, large-scale research data repository of initial programming student behaviour
Michael Kölling, Ian Utting
Pages: 323-324
doi>10.1145/2157136.2157234
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Many initiatives in improving learning of programming are based on gut instinct or localised experience. Gathering data as a basis for interventions, especially on a large scale, is hard. The BlueJ environment is being instrumented to collect data useful ...
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SESSION: Paper: collaborative learning
Adrian German
Assigning student programming pairs based on their mental model consistency: an initial investigation
Alex Radermacher, Gursimran Walia, Richard Rummelt
Pages: 325-330
doi>10.1145/2157136.2157236
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Pair Programming has been shown to be beneficial to student learning. Much research has been conducted to effectively create student pairs when using pair programming in introductory computer science courses. This paper reports results of research investigating ...
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Group whiteboards and modeler/customer teams: getting closer to industrial-style collaboration in a classroom
David Socha
Pages: 331-336
doi>10.1145/2157136.2157237
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This paper reports on two simple innovations that helped create a more authentic and engaging modeling experience in an undergraduate Analysis and Design course: (a) having each team of students act both as modelers for another team, and as customers ...
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Is there service in computing service learning?
Randy W. Connolly
Pages: 337-342
doi>10.1145/2157136.2157238
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A variety of researchers have advocated for service learning projects in post-secondary computing programs. While these projects can achieve important disciplinary outcomes for the students, what has been under examined is the benefit that these projects ...
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SESSION: Paper: curriculum issues
Colleen Lewis
Computer science in NZ high schools: the first year of the new standards
Tim Bell, Peter Andreae, Anthony Robins
Pages: 343-348
doi>10.1145/2157136.2157240
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Computer science became available as a nationally assessed topic in NZ schools for the first time in 2011. We review the introduction of computer science as a formal topic, including the level of adoption, issues that have arisen in the process of introducing ...
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Web science: expanding the notion of computer science
Su White, Michalis Vafopoulos
Pages: 349-354
doi>10.1145/2157136.2157241
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This paper discusses the role and place of Web Science in the computing disciplines. It provides an account of work which has been established towards defining an initial curriculum for Web Science. It presents and analyses plans for future curriculum ...
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Educating the educator through computation: what GIS can do for computer science
John Barr, Ali Erkan
Pages: 355-360
doi>10.1145/2157136.2157242
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We designed a system where non-computational faculty members (along with undergraduates) enroll in an introductory, multidisciplinary, open source Geographic Information System (GIS) course to experience integrative learning as students. The faculty ...
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SESSION: Paper: active learning I
Robert England
An experience report: on the use of multimedia pre-instruction and just-in-time teaching in a CS1 course
Paul Carter
Pages: 361-366
doi>10.1145/2157136.2157244
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We describe an experience using online multimedia instruction and just-in-time teaching in an introductory programming course. Survey data has shown that students are strongly in favour of the approach. A series of screencasts was developed to replace ...
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Using JITT in a database course
Alexandra Martinez
Pages: 367-372
doi>10.1145/2157136.2157245
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This paper describes our experience using the Just-in-Time Teaching (JiTT) technique in an undergraduate database course for computer science majors during two semesters. JiTT was implemented by giving the students reading assignments and asking them ...
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Process oriented guided inquiry learning (POGIL) for computer science
Clifton Kussmaul
Pages: 373-378
doi>10.1145/2157136.2157246
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This paper describes an ongoing project to develop activities for computer science (CS) using process oriented guided inquiry learning (POGIL). First, it reviews relevant background on effective learning and POGIL, compares POGIL to other forms of active ...
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SESSION: Paper: communication skills
James Early
Integrating communication skills into the computer science curriculum
Katrina Falkner, Nickolas J.G. Falkner
Pages: 379-384
doi>10.1145/2157136.2157248
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Computer Science majors must be able to communicate effectively. Industry surveys identify the development of communication and critical thinking skills as key to the reform of the higher education sector. However, academics are challenged by time and ...
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'Explain in plain English' questions: implications for teaching
Laurie Murphy, Renée McCauley, Sue Fitzgerald
Pages: 385-390
doi>10.1145/2157136.2157249
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This paper reports on the replication of a study of novice programmers, looking for relationships between ability to 'explain in plain English' the meaning of a code segment and success in writing code later in the semester. This study explores the question ...
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The impact of question generation activities on performance
Andrew Luxton-Reilly, Daniel Bertinshaw, Paul Denny, Beryl Plimmer, Robert Sheehan
Pages: 391-396
doi>10.1145/2157136.2157250
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Recent interest in student-centric pedagogies have resulted in the development of numerous tools that support student generated questions. Previous evaluations of such tools have reported strong correlations between student participation and exam performance, ...
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SESSION: Special session
Suzanne Westbrook
Understanding NSF funding opportunities
Victor Piotrowski, Suzanne Westbrook, Mimi McClure, Jeff Forbes, Harriet Taylor
Pages: 397-398
doi>10.1145/2157136.2157252
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This session highlights programs in the National Science Foundation's Division of Undergraduate Education, Office of Cyberinfrastructure and Directorate of Computer and Information Science and Engineering. The focus is on providing descriptions of several ...
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PANEL SESSION: Teaching outside the text
Lester Wainwright
Teaching outside the text
Renee Ciezki, Robert Glen Martin, Barbara Ericson, Lester Wainwright
Pages: 399-400
doi>10.1145/2157136.2157254
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We know that students bring diverse experiences and an assortment of learning styles into our classrooms. We greet them and hand out a syllabus listing the required textbook(s). One size does not fit all when it comes to textbooks. In this session, participants ...
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SESSION: Special session
John Impagliazzo
Computer engineering review task force report
John Impagliazzo, Susan Conry, Eric Durant, Andrew McGettrick, Mitch Thornton, Timothy Wilson
Pages: 401-402
doi>10.1145/2157136.2157256
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In early 2011, the ACM and the IEEE Computer Society (IEEE/CS) created the CE2004 Review Task Force (RTF) and charged it with the task of reviewing and determining the extent to which the document "Curriculum Guidelines for Undergraduate Degree Programs ...
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SESSION: Paper: projects
Jeff Gray
Social sensitivity and classroom team projects: an empirical investigation
Lisa Bender, Gursimran Walia, Krishna Kambhampaty, Kendall E. Nygard, Travis E. Nygard
Pages: 403-408
doi>10.1145/2157136.2157258
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Team work is the norm in major development projects and industry is continually striving to improve team effectiveness. Researchers have established that teams with high levels of social sensitivity tend to perform well when completing a variety of specific ...
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Taming complexity in large-scale system projects
Shimon Schocken
Pages: 409-414
doi>10.1145/2157136.2157259
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Engaging students in large system development projects is an important educational objective, since it exposes design and programming challenges that come to play only with scale. Alas, large scale system projects can be monstrously complex - to the ...
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An approach for evaluating FOSS projects for student participation
Heidi J.C. Ellis, Michelle Purcell, Gregory W. Hislop
Pages: 415-420
doi>10.1145/2157136.2157260
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Free and Open Source Software (FOSS) offers a transparent development environment and community in which to involve students. Students can learn much about software development and professionalism by contributing to an on-going project. However, the ...
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SESSION: Paper: alice and scratch
Kelly Powers
Integrating computing into middle school disciplines through projects
Susan Rodger, Melissa Dalis, Chitra Gadwal, Jenna Hayes, Peggy Li, Francine Wolfe, Wenhui Zhang, Liz Liang
Pages: 421-426
doi>10.1145/2157136.2157262
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For four years we have been integrating computing into a variety of middle school disciplines via the Alice programing language. Early on we focused on creating curriculum materials for teachers to use in teaching the basic programming and animation ...
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Children learning computer science concepts via Alice game-programming
Linda Werner, Shannon Campe, Jill Denner
Pages: 427-432
doi>10.1145/2157136.2157263
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Programming environments that incorporate drag-and-drop methods and many pre-defined objects and operations are being widely used in K-12 settings. But can middle school students learn complex computer science concepts by using these programming environments ...
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The writers' workshop for youth programmers: digital storytelling with scratch in middle school classrooms
Quinn Burke, Yasmin B. Kafai
Pages: 433-438
doi>10.1145/2157136.2157264
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This study investigates the potential to introduce basic programming concepts to middle school children within the context of a classroom writing-workshop. In this paper we describe how students drafted, revised, and published their own digital stories ...
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SESSION: Paper: active learning II
Douglas Kranch
A software craftsman's approach to data structures
Matti Luukkainen, Arto Vihavainen, Thomas Vikberg
Pages: 439-444
doi>10.1145/2157136.2157266
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Data Structures (CS2) courses and course books do not usually put much emphasis in the process of how a data structure is engineered or invented. Instead, algorithms are readily given, and the main focus is in the mathematical complexity analysis of ...
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Jutge.org: an educational programming judge
Jordi Petit, Omer Giménez, Salvador Roura
Pages: 445-450
doi>10.1145/2157136.2157267
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Jutge.org is an open access educational online programming judge where students can try to solve more than 800 problems using 22 programming languages. The verdict of their solutions is computed using exhaustive test sets run under time, memory and security ...
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Integrating formal verification in an online judge for e-Learning logic circuit design
Javier de San Pedro, Josep Carmona, Jordi Cortadella, Jordi Petit
Pages: 451-456
doi>10.1145/2157136.2157268
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This paper investigates the use of formal verification techniques to create online judges that can assist in teaching logic circuit design. Formal verification not only contributes to give an exact assessment about correctness, but also saves the instructor ...
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SESSION: Paper: non-majors
Derek Schuurman
Computing for STEM majors: enhancing non CS majors' computing skills
Joel C. Adams, Randall J. Pruim
Pages: 457-462
doi>10.1145/2157136.2157270
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One of the challenges facing the U.S. technological workforce is that as fewer students take computing courses, fewer college graduates are being prepared for computing careers. Besides trying to attract more CS majors, another approach is to (i) design ...
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Operations research: broadening computer science in a liberal arts college
Barbara M. Anthony
Pages: 463-468
doi>10.1145/2157136.2157271
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Operations research, while not traditionally taught at many small or liberal arts colleges, can be a significant asset to the offerings of a computer science department. Often seen as a discipline at the intersection of mathematics, computer science, ...
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Beyond competency: a context-driven CSO course
Jeff Cramer, Bill Toll
Pages: 469-474
doi>10.1145/2157136.2157272
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In the process of revising our general education course, which is required of a large fraction of students, we attempted to answer the question "What should a graduate of a liberal arts university understand about computational technology?" As computing ...
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SESSION: Special session
Nick Parlante
Nifty assignments
Nick Parlante, Julie Zelenski, Daniel Zingaro, Kevin Wayne, Dave O'Hallaron, Joshua T. Guerin, Stephen Davies, Zachary Kurmas, Keen Debby
Pages: 475-476
doi>10.1145/2157136.2157274
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SESSION: Special session
Amy Briggs
Update on the CS principles project
Owen Astrachan, Amy Briggs, Jan Cuny, Lien Diaz, Chris Stephenson
Pages: 477-478
doi>10.1145/2157136.2157276
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The CS Principles Project is a collaborative effort to develop a new introductory course in computer science, accessible to all students. Computer Science educators at all levels have worked together on the development of the new curriculum under the ...
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PANEL SESSION: Implementing evidence-based practices makes a difference in female undergraduate enrollments
Wendy DuBow
Implementing evidence-based practices makes a difference in female undergraduate enrollments
Wendy DuBow, Elizabeth Litzler, Maureen Biggers, Mike Erlinger
Pages: 479-480
doi>10.1145/2157136.2157278
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While many computing departments may be aware there are "promising" and "proven" practices for recruiting and retaining female students, there seems to be a drive to try new and novel approaches rather than use what is known, or strongly suspected, to ...
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SESSION: Paper: high school collaborations
Tim Bell
Life two years after a game programming course: longitudinal viewpoints on K-12 outreach
Antti-Jussi Lakanen, Ville Isomöttönen, Vesa Lappalainen
Pages: 481-486
doi>10.1145/2157136.2157280
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In our faculty we have run week-long K-12 game programming courses now for three summers. In this paper we investigate what programming-related activities students do after they take a course, and what factors in the students' background relate to post-course ...
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Reflections on outreach programs in CS classes: learning objectives for "unplugged" activities
Renate Thies, Jan Vahrenhold
Pages: 487-492
doi>10.1145/2157136.2157281
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To provide a unified view of any scientific field, outreach programs need to realistically portray the subject in question. Consequently, topics and methods actually taught in Computer Science courses should to be touched upon in Computer Science outreach ...
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Weaving a tapestry: creating a satellite workshop to support HS CS teachers in attracting and engaging students
Ambareen Siraj, Martha J. Kosa, Summer-Mistine Olmstead
Pages: 493-498
doi>10.1145/2157136.2157282
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In this paper, we describe the Tennessee Technological University (TTU) Tapestry Workshop for high school (HS) teachers. The Tapestry Workshop initiative - a collaborative partnership between TTU, the University of Virginia (UVA) and HS teachers - shares ...
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Who AM I?: understanding high school computer science teachers' professional identity
Lijun Ni, Mark Guzdial
Pages: 499-504
doi>10.1145/2157136.2157283
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Quality computer science (CS) teachers are critical for secondary computing education. In addition to increasing the number of high school (HS) CS teachers, there is a great need for supporting those teachers to grow and stay as committed, effective ...
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SESSION: Paper: parallelism and concurrency
Jodi Tims
Introducing parallelism and concurrency in the data structures course
Dan Grossman, Ruth E. Anderson
Pages: 505-510
doi>10.1145/2157136.2157285
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We report on our experience integrating a three-week introduction to multithreading in a required data structures course for second-year computer science majors. We emphasize a distinction between parallelism and concurrency that teaches students to ...
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Exploring concurrency using the parallel analysis tool
Brian W. Rague
Pages: 511-516
doi>10.1145/2157136.2157286
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Laboratory work in the CS classroom is intended to solidify essential concepts and core design principles. Because of recent advances and the widespread adoption of multicore technologies, one area of investigation that has become increasingly important ...
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Virtual clusters for parallel and distributed education
Elizabeth Shoop, Richard Brown, Eric Biggers, Malcolm Kane, Devry Lin, Maura Warner
Pages: 517-522
doi>10.1145/2157136.2157287
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The reality of multicore machines as a standard and the prevalence of distributed cloud computing has signaled a need for parallel and distributed computing to become integrated into the computer science curriculum. At the same time, operating system ...
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Cross teaching parallelism and ray tracing: a project-based approach to teaching applied parallel computing
Chris Lupo, Zoe J. Wood, Christine Victorino
Pages: 523-528
doi>10.1145/2157136.2157288
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Massively parallel Graphics Processing Unit (GPU) hardware has become increasingly powerful, available and affordable. Software tools have also advanced to the point that programmers can write general purpose parallel programs that take advantage of ...
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SESSION: Paper: mobile computing
Cyndi Rader
Cabana: a cross-platform mobile development system
Paul E. Dickson
Pages: 529-534
doi>10.1145/2157136.2157290
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Mobile application development is a hot topic in computer science education, and debate rages over which platform to develop on and what software to use for development. Cabana is a web-based application designed to enable development on multiple mobile ...
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Mobile apps for the greater good: a socially relevant approach to software engineering
Victor Paul Pauca, Richard T. Guy
Pages: 535-540
doi>10.1145/2157136.2157291
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Socially relevant computing has recently been proposed as a way to reinvigorate interest in computer science. By appealing to students' interest in helping others, socially relevant computing aims to give students life-changing experiential learning ...
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Using mobile phone programming to teach Java and advanced programming to computer scientists
Derek Riley
Pages: 541-546
doi>10.1145/2157136.2157292
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In this work an approach employing the Android mobile phone platform in an upper division computer science course to teach Java programming and other advanced computer science topics is presented. Mobile phones are growing influences in the computing ...
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RoboLIFT: engaging CS2 students with testable, automatically evaluated android applications
Anthony Allevato, Stephen H. Edwards
Pages: 547-552
doi>10.1145/2157136.2157293
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Making computer science assignments interesting and relevant is a constant challenge for instructors of introductory courses. Android has become popular in these courses to take advantage of the increasing popularity of smartphones and mobile "apps." ...
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SESSION: Paper: visualization
Demian Lessa
Highway data and map visualizations for educational use
James D. Teresco
Pages: 553-558
doi>10.1145/2157136.2157295
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It is often a challenge to find interesting and appropriate data sets to use as examples to demonstrate graph data structures and algorithms. Goals for the data are often conflicting. The data should include examples small enough to work through in a ...
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Experiments with algorithm visualization tool development
Michael C. Orsega, Bradley T. Vander Zanden, Christopher H. Skinner
Pages: 559-564
doi>10.1145/2157136.2157296
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This paper presents the initial stages of a teaching tool named iSketchmate, intended for instructor use during lecture. iSketchmate allows users to create and manipulate splay trees through an animated GUI. It improves upon existing tools by providing ...
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CSTutor: a pen-based tutor for data structure visualization
Sarah Buchanan, Brandon Ochs, Joseph J. LaViola Jr.
Pages: 565-570
doi>10.1145/2157136.2157297
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We present CSTutor, a sketch-based interface designed to help students understand data structures. It currently supports Linked Lists, Binary Search Trees, AVL Trees, and Heaps, and creates an environment in which a user's sketched diagram and code are ...
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ECvisual: a visualization tool for elliptic curve based ciphers
Jun Tao, Jun Ma, Melissa Keranen, Jean Mayo, Ching-Kuang Shene
Pages: 571-576
doi>10.1145/2157136.2157298
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This paper describes a visualization tool ECvisual that helps students understand and instructors teach elliptic curve based ciphers. This tool permits the user to visualize elliptic curves over the real field and over a finite field of prime order, ...
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PANEL SESSION: Rediscovering the passion, beauty, joy, and awe: making computing fun again
Daniel Garcia
Rediscovering the passion, beauty, joy, and awe: making computing fun again, part 5
Daniel D. Garcia, Barbara Ericson, Joanna Goode, Colleen Lewis
Pages: 577-578
doi>10.1145/2157136.2157300
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In 2006, computing education was suffering from a crisis - enrollments were dropping sharply at universities and colleges across the United States, and interest in computing from high school and middle school students was waning significantly. At the ...
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SESSION: Special session
Helen Hu
Promoting student-centered learning with POGIL
Helen H. Hu, Clifton Kussmaul
Pages: 579-580
doi>10.1145/2157136.2157302
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POGIL (Process Oriented Guided Inquiry Learning) is a type of learning based on the principle that students learn more when they construct their own understanding. Rather than teaching by telling, POGIL instructors provide activities that guide students ...
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SESSION: Special session
Blair Taylor
Teaching secure coding: report from summit on education in secure software
Blair Taylor, Matt Bishop, Diana Burley, Steve Cooper, Ron Dodge, Robert Seacord
Pages: 581-582
doi>10.1145/2157136.2157304
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Software is critical to life in the 21st century. It drives financial, medical, and government computer systems as well as systems that provide critical infrastructures in areas such as transportation, energy, networking, and telecommunications. As the ...
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SESSION: Paper: attracting majors
Nanette Veilleux
Starting with Ubicomp: using the senseboard to introduce computing
Mike Richards, Marian Petre, Arosha K. Bandara
Pages: 583-588
doi>10.1145/2157136.2157306
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In this paper, we describe a new undergraduate module for novice students conducted entirely through distance learning: My Digital Life (TU100). The module has been designed to lower the barriers to creating programs that interact with the world; TU100's ...
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Improving first-year success and retention through interest-based CS0 courses
Michael Haungs, Christopher Clark, John Clements, David Janzen
Pages: 589-594
doi>10.1145/2157136.2157307
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Many computer science programs suffer from low student retention rates. At Cal Poly San Luis Obispo, academic performance and retention rates among first-year computer science students are among the lowest on campus. In order to remedy this, we have ...
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Reshaping the image of computer science in only fifteen minutes (of class) a week
Sara Sprenkle, Shannon Duvall
Pages: 595-600
doi>10.1145/2157136.2157308
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Low undergraduate enrollments in computer science will not meet the future demand of employers. Some reasons for the low enrollments are computer science's nerdy image, lack of understanding of the field, and low motivation for learning programming. ...
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SESSION: Paper: OS and distributed computing
William Mongan
Experiences teaching MapReduce in the cloud
Ariel S. Rabkin, Charles Reiss, Randy Katz, David Patterson
Pages: 601-606
doi>10.1145/2157136.2157310
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We describe our experiences teaching MapReduce in a large undergraduate lecture course using public cloud services. Using the cloud, every student could carry out scalability benchmarking assignments on realistic hardware, which would have been impossible ...
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Developing microlabs using Google web toolkit
Barry L. Kurtz, James B. Fenwick, Jr., Philip Meznar
Pages: 607-612
doi>10.1145/2157136.2157311
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Closed labs have become a common feature in computer science education because they provide hands-on experience in a supervised setting. Microlabs extend this approach into the lecture format with very short hands-on activities in the "middle of the ...
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Teaching operating systems using android
Jeremy Andrus, Jason Nieh
Pages: 613-618
doi>10.1145/2157136.2157312
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The computing landscape is shifting towards mobile devices. To learn about operating systems, it is increasingly important for students to gain hands-on kernel programming experience in these environments, which are quite different from traditional desktops ...
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SESSION: Paper: curricular innovations and research
Michael Hewner
Open educational resources in computer science teaching
Christo Dichev, Darina Dicheva
Pages: 619-624
doi>10.1145/2157136.2157314
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Open content and open access to resources are important factors in the innovation of Computer Science education. This paper presents a study aimed at gaining an understanding of the needs of Computer Science educators in terms of Open Educational Resources ...
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Emergent themes in a UI design hybrid-studio course
Yolanda Jacobs Reimer, Katherine Cennamo, Sarah A. Douglas
Pages: 625-630
doi>10.1145/2157136.2157315
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The goal of our research and teaching collaboration has been to learn more about how key aspects of pedagogy commonly incorporated in architecture and industrial design classes might positively impact the teaching of user interface (UI) design within ...
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A multilevel, multidimensional undergraduate course and lab experience on embedded multimedia systems
Dimitrios Charalampidis, James Haralambides
Pages: 631-636
doi>10.1145/2157136.2157316
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Traditional curricular structures can be fragmented in the sense that course inter-relationships or links between theories, methodologies, and practices, are not immediately recognized by the students. The completion of the course puzzle and the integration ...
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SESSION: Paper: CS education research
Yana Kortsarts
Effective closed labs in early CS courses: lessons from eight terms of action research
Elizabeth Ann Patitsas, Steven Andrew Wolfman
Pages: 637-642
doi>10.1145/2157136.2157318
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We report on best practices we have established to teach first-year computer science students in closed laboratories, founded on over three years of action research in a large introductory discrete mathematics and digital logic course. Our practices ...
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What do students learn about programming from game, music video, and storytelling projects?
Joel C. Adams, Andrew R. Webster
Pages: 643-648
doi>10.1145/2157136.2157319
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Drag-and-drop learning environments like Alice (alice.org) and Scratch (scratch.mit.edu) eliminate syntax errors, making them attractive as ways to introduce programming concepts to students. Alice is closely associated with storytelling, Scratch was ...
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Bayesian network analysis of computer science grade distributions
Adam Anthony, Mitch Raney
Pages: 649-654
doi>10.1145/2157136.2157320
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Time to completion is a major factor in determining the total cost of a college degree. In an effort to reduce the number of students taking more than four years to complete a degree, we propose the use of Bayesian networks to predict student grades, ...
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SESSION: Plenary session
Laurie Smith King, Dave Musicant
Through the looking glass: talking about the world with visualization
Fernanda Viégas, Martin Wattenberg
Pages: 655-656
doi>10.1145/2157136.2157322
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Data visualization has historically been accessible only to the elite in academia, business, and government. It was "serious" technology, created by experts for experts. In recent years, however, web-based visualizations--ranging from political art projects ...
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SESSION: Workshops
Using social networking to improve student learning through classroom salon (abstract only)
John Barr, Ananda Gunawardena
Pages: 656-656
doi>10.1145/2157136.2157324

This workshop introduces an innovative social collaboration tool called Classroom Salon (CLS). Developed at Carnegie Mellon University, CLS is a combination of electronic books, social networks, and analytic tools. With CLS, instructors can upload documents, ...
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Challenges and opportunities in conducting educational research in the computer science classroom: how to collect empirical evidence to assess whether students really learned (abstract only)
Aman Yadav, John Tim Korb
Pages: 656-656
doi>10.1145/2157136.2157325

This workshop will provide CS educators with tools to conduct educational research. Primary objectives of this workshop are: (1) learn basic principles of educational research; (2) learn about educational research designs: qualitative vs. quantitative; ...
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C++11 in parallel (abstract only)
Joseph E. Hummel
Pages: 656-656
doi>10.1145/2157136.2157326

As hardware designers turn to multi-core CPUs and GPUs, software developers must embrace parallel programming to increase performance. No single approach has yet established itself as the "right way" to develop parallel software. However, C++ has long ...
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The absolute beginner's guide to JUnit in the classroom (abstract only)
Stephen H. Edwards, Manuel A. Perez-Quinones
Pages: 656-656
doi>10.1145/2157136.2157327

Software testing has become popular in introductory courses, but many educators are unfamiliar with how to write software tests or how they might be used in the classroom. This workshop provides a practical introduction to JUnit for educators. JUnit ...
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Student scrums (abstract only)
Tom Reichlmayr
Pages: 661-661
doi>10.1145/2157136.2157328

Over the past ten years Agile software development practices have grown in acceptance and have gained a solid foothold in commercial software development. Our students are entering the workforce with an increasing percentage of companies that are using ...
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Reviewing NSF proposals (abstract only): learn about effective proposal writing via the review process
Sue C. Fitzgerald, Guy-Alain Amoussou
Pages: 657-657
doi>10.1145/2157136.2157329

This workshop focuses on the NSF proposal review process. Via close examination of the review process, participants gain an understanding of how to write good reviews and how to improve their own proposal writing. The workshop covers the following topic ...
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A hands-on comparison of iOS vs. android (abstract only)
Michael Rogers, Mark Goadrich
Pages: 663-663
doi>10.1145/2157136.2157330

This workshop is designed for faculty, considering teaching a course in mobile app development, who are unsure as to whether they should use iOS, Android, or both. To help them make an educated decision, in this workshop participants will build one app, ...
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Killing 3 birds with one course: service learning, professional writing, and project management (abstract only)
Joseph Mertz, Scott McElfresh, Steven Andrianoff, Jennifer Dempsey
Pages: 657-657
doi>10.1145/2157136.2157331

Service learning is a great idea, but can be fraught with problems. We have taken an alternative to the project-course approach. Instead of team-based system-development, we use a student-consultant model. Students individually consult with a nonprofit. ...
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Computer science unplugged, robotics, and outreach activities (abstract only)
Tim Bell, Daniela Marghitu, Lynn Lambert
Pages: 657-657
doi>10.1145/2157136.2157332

You've been asked to talk to an elementary or high school class about Computer Science, but how can you ensure that the talk is engaging? Or perhaps you're trying to introduce a concept from Computer Science to a school group, but you want a fun way ...
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Introduction to using FPGAs in the computer science curriculum (abstract only)
William M. Jones, D. Brian Larkins
Pages: 658-658
doi>10.1145/2157136.2157333

One of the challenges in modern curriculum design is balancing between breadth and depth of topics while simultaneously reinforcing the interconnections among topics in the field. To address these challenges, faculty are often forced to approximate real-world ...
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Helping students become better communicators (abstract only)
Janet E. Burge, Paul V. Anderson, Gerald C. Gannod, Michael Carter, Deanna Dannels, Margaret Heil, Mladen Vouk
Pages: 658-658
doi>10.1145/2157136.2157334

To be successful, CS and SE graduates need strong communication skills (writing, speaking, and teaming), particularly within their discipline. Students exercise these skills during their classes but are not always given explicit domain-specific instruction ...
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ROS for educators: teaching with the robot operating system and Microsoft Kinect (abstract only)
Michael Ferguson, Julian Mason, Sharon Gower Small, Zachary Dodds
Pages: 658-658
doi>10.1145/2157136.2157335

The Microsoft Kinect and Willow Garage's Robot Operating System (ROS) are changing the way robots are developed. Together, these tools can enable today's CS educators to provide richer and more research-representative experiences with robots and perception. ...
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Board game project ideas for CS 1 and CS 2 (abstract only)
Zachary Kurmas, James Vanderhyde
Pages: 658-658
doi>10.1145/2157136.2157336

Participants will have fun learning and playing relatively unknown board games that are especially suitable for programming projects. We will present games where (1) all players can view the same screen, (2) the board is reasonably simple to program, ...
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A taste of linked data and the semantic web (abstract only)
David Hyland-Wood, Marsha Zaidman
Pages: 658-658
doi>10.1145/2157136.2157337

The Web has created a global information space of linked documents. The Semantic Web creates an information space of linked data from multiple sources. Information can be mined from the interlinking of available datasets by a distributed query language ...
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Teaching with greenfoot and the Kinect: a novel way to engage beginners (abstract only)
Michael Kölling, Neil Brown
Pages: 659-659
doi>10.1145/2157136.2157338

The Microsoft Kinect is a sensor module that allows accurate tracking of humans moving in front of it. Greenfoot is an introductory Java programming environment that makes it easy to create animated graphical projects. By combining Greenfoot and the ...
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Intellectual property law basics for computer science instructors (abstract only)
David G. Kay
Pages: 659-659
doi>10.1145/2157136.2157339

Increasingly the practice of computing involves legal issues. Patenting algorithms, domain name poaching, downloading music, and "re-using" HTML and graphics from web sites all raise questions of intellectual property (IP) law (which includes patents, ...
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Teaching and learning computing via social gaming with Pex4Fun (abstract only)
Nikolai Tillmann, Jonathan de Halleux, Tao Xie, Judith Bishop
Pages: 659-659
doi>10.1145/2157136.2157340

Pex4Fun (pexforfun.com) is a web-based serious gaming environment for teaching computing at many levels, from high school all the way through graduate courses. Unique to the Pex4Fun experience is a cloud-based program evaluation engine based on dynamic ...
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Welcome to Makerland: a first cultural immersion into open source communities (abstract only)
Mel Chua, Sebastian Dziallas, Heidi J.C. Ellis, Gregory W. Hislop, Karl R. Wurst
Pages: 659-659
doi>10.1145/2157136.2157341

Participating in free and open source (FOSS) software communities provides students with authentic learning while supplying instructors with a wide variety of educational opportunities including coding, testing, documentation, professionalism and more. ...
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Computational art and creative coding: teaching CS1 with processing (abstract only)
Ira Greenberg, Deepak Kumar, Dianna Xu
Pages: 660-660
doi>10.1145/2157136.2157342

This workshop showcases a new approach to teaching CS1 using computational art as a context. Participants will be introduced to the Processing programming language and environment, designed for the construction of 2D and 3D visual forms. Its IDE is lightweight, ...
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AP CS principles and the beauty and joy of computing curriculum (abstract only)
Daniel D. Garcia, Brian Harvey, Tiffany Barnes, Luke Segars, Eugene Lemon, Sean Morris, Josh Paley
Pages: 660-660
doi>10.1145/2157136.2157343

The Beauty and Joy of Computing (BJC) is an introductory computer science curriculum developed at the University of California, Berkeley (and adapted at the University of North Carolina, Charlotte), intended for high school juniors through university ...
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Peer instruction in the CS classroom: a hands-on introduction (abstract only)
Daniel Zingaro, Cynthia Bailey-Lee, John Glick, Leo Porter, Beth Simon
Pages: 660-660
doi>10.1145/2157136.2157344

We introduce participants to Peer Instruction (PI): an active learning technique applicable to the teaching of many subjects, including CS. In PI, Students work together to exchange perspectives and answer challenging conceptual questions, and are supported ...
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Incorporating software architecture in the computer science curriculum (abstract only)
Martin L. Barrett, Steve Chenoweth, Larry Jones, Amine Chigani, Ayse Bener, Mei-Huei Tang
Pages: 660-660
doi>10.1145/2157136.2157345

This workshop introduces software architecture concepts and their incorporation into computer science and software engineering curricula. Participants will learn techniques used in industry to specify quality attributes critical to architecture and use ...
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Parallelism and concurrency for data-structures & algorithms courses (abstract only)
Robert A. Chesebrough, Johnnie W. Baker
Pages: 660-660
doi>10.1145/2157136.2157346

This workshop is inspired by Dan Grossman's SIGCSE 2011 workshop on Data Abstractions. We also review C/C++ conversions of the original Java-based materials and will also include material from the Parallel Algorithms course at Kent State. The workshop ...
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ARTSI robotics roadshow-in-a-box: turnkey solution for providing robotics workshops to middle and high school students (abstract only)
Monica Anderson, David Touretzky, Chutima Boonthum-Denecke
Pages: 661-661
doi>10.1145/2157136.2157347

In this half-day tutorial, we will introduce the ARTSI "Robotics Roadshow-in-a-Box (RRIB)", a single point resource for those getting started in robotics outreach. The RRIB is a kit which contains robots, software and prepared materials for providing ...
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Program by design: from animations to data structures (abstract only)
Kathi Fisler, Stephen Bloch
Pages: 661-661
doi>10.1145/2157136.2157348

We present the Program by Design introductory CS curriculum through the lenses of graphics, animations, algebra, and data structures. Animations programming is popular for CS1, but many such curricula lack clean paths into CS2. Program by Design is different. ...
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CS outreach with app inventor (abstract only)
Michelle Friend, Jeff Gray
Pages: 661-661
doi>10.1145/2157136.2157349

Mobile phone programming can provide teens an authentic and engaging hook into computer science. With App Inventor, developed by Google and moved to MIT, programming Android apps is as easy as clicking blocks together. App Inventor has been used successfully ...
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Making mathematical reasoning fun: tool-assisted, collaborative techniques (abstract only)
Jason O. Hallstrom, Joe Hollingsworth, Joan Krone, Murali Sitaraman
Pages: 683-683
doi>10.1145/2157136.2157350

Is it possible to excite students about learning the mathematical principles that underlie high-quality software? Can we teach them to apply these principles using modern software tools? Can this be accomplished without displacing existing content? In ...
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Snap!: (build your own blocks) (abstract only)
Brian Harvey, Daniel Garcia, Josh Paley, Luke Segars
Pages: 662-662
doi>10.1145/2157136.2157351

This workshop is for high school and college teachers of general-interest ("CS 0") computer science courses. It presents the programming environment used in two of the five initial AP CS Principles pilot courses. Snap! (Build Your Own Blocks) is a free, ...
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Circuits and microcontrollers in computer organization laboratories (abstract only)
Marge M. Coahran, Janet Davis
Pages: 662-662
doi>10.1145/2157136.2157352

This workshop will introduce a set of hands-on laboratory activities appropriate for a first Computer Organization course. Participants will work with real equipment: first implementing elementary digital circuits with TTL logic chips, and then programming ...
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Web development with python and django (abstract only)
Ariel Ortiz
Pages: 686-686
doi>10.1145/2157136.2157353

Many instructors have already discovered the joy of teaching programming using the Python programming language. Now it's time to take Python to the next level. This workshop will introduce Django, an open source Python web framework that saves you time ...
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Improving the accessibility of computing enrichment programs (abstract only)
Richard Ladner, Karen Alkoby, Jeff Bigham, Stephanie Ludi, Daniela Marghitu, Andreas Stefik
Pages: 662-662
doi>10.1145/2157136.2157354

Many wonderful enrichment programs have been created to introduce young people to computing, but with little attention to making them accessible to students with disabilities. In this workshop participants will learn from practitioners who have introduced ...
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Enhancing student interest by extending graphics applications (abstract only)
Samuel A. Rebelsky
Pages: 662-662
doi>10.1145/2157136.2157355

Computer science teachers strive for new examples and problems to interest millenials. The Media Computation approach has proven successful in attracting students in contexts from community colleges to R1 universities - students are clearly excited by ...
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Engage your students by teaching programming using only mobile devices with TouchDevelop (abstract only)
Nikolai Tillmann, MichaB Moskal, Jonathan de Halleux, Manuel Fähndrich, Tao Xie
Pages: 663-663
doi>10.1145/2157136.2157356

We are experiencing a technology shift: Powerful and easy-to-use touchscreen-based mobile devices like smartphones and tablets are becoming more prevalent than traditional PCs and laptops. We propose that computer programming, and thus teaching of programming, ...
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CS in parallel: modules for adding parallel computing to CS courses, from CS2 to theory of computation (abstract only)
Richard A. Brown, Elizabeth Shoop
Pages: 663-663
doi>10.1145/2157136.2157357

Parallel computing with more and more cores is here to stay. This workshop presents four independent, class-tested, primarily hands-on modules for incrementally adding parallelism in undergraduate CS courses, each requiring 1 to 3 class days and versatile ...
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Listening to linked lists: using multimedia to learn data structures (abstract only)
Mark Guzdial, Barbara Ericson
Pages: 663-663
doi>10.1145/2157136.2157358

Everybody teaches linked lists, with homework like implementing duplicate, weave, and reverse. When those nodes contain strings or numbers, these are pretty boring assignments. When these nodes contain music (MIDI), these operations are composing music, ...
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Puzzle-based learning: introducing critical thinking and problem solving for computer science and engineering (abstract only)
Raja Sooriamurthi, Nickolas Falkner, Zbigniew Michalewicz
Pages: 663-663
doi>10.1145/2157136.2157359

Puzzle-based learning (PBL) is an emerging model of teaching critical thinking and problem solving. Today's market place needs skilled graduates capable of solving real problems of innovation in a changing environment. While solving puzzles is innately ...
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POSTER SESSION: Posters
Using reflection to enhance feedback for automated grading (abstract only)
Carl Alphonce, Joseph LeGasse
Pages: 664-664
doi>10.1145/2157136.2157361

Feedback serves a critical role in the learning process. For formative assessment to be effective in supporting a student's learning, feedback must be provided in a timely fashion (so a student can derive benefit while engaging in the learning activity), ...
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The cross-curriculum mobile computing labware for CS (abstract only)
Kai Qian, Dan Lo, Yi Pan, Yanqing Zhang, Xiaolin Hu, Liang Hong
Pages: 664-664
doi>10.1145/2157136.2157362

Advanced mobile devices such as smart phones and tablets have become a part of daily lives for digital native students today. The integration of mobile computing with these devices into multiple courses in computer science (CS) curriculum will connect ...
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Merging healthcare and technology: a multi-disciplinary health information technology (HIT) curriculum (abstract only)
Elizabeth V. Howard, Jill E. Courte, Donna M. Evans, Marilyn Anderson
Pages: 664-664
doi>10.1145/2157136.2157363

Please be patient with us as we move to our new computer system' is a common sign at healthcare providers' offices. Mandates from the federal government are merging the fields of healthcare and information technology and experts predict a significant ...
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An integrated introduction to network protocols and cryptography to high school students (abstract only)
William M. Mongan
Pages: 664-664
doi>10.1145/2157136.2157364

We describe our experience in teaching an integrated module in networks, mathematics, and cryptography, suitable for high school students. The objective is to design a lesson with minimal prerequisite background and a varying degree of programming experience, ...
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A PC based robot for learning computer vision and advanced programming (abstract only)
Xuzhou Chen, Nadimpalli V.R. Mahadev
Pages: 664-664
doi>10.1145/2157136.2157365

In this paper, we describe an approach of using a PC based robot (PCRob) for teaching advanced topic course in pattern recognition and computer vision. Unlike most of the robots where only the microprocessors are used, the robot we design and build uses ...
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Girls gather for computer science (G2CS) (abstract only)
Shereen Khoja, Juliet Brosing, Camille Wainwright, Jeffrey Barlow
Pages: 665-665
doi>10.1145/2157136.2157366

Girls Gather for Computer Science (G2CS) is an innovative computer science summer camp for middle school girls. The goal of the camp is to change how girls experience computer science by placing them in an all-female environment where they explore computer ...
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Debuggems to assess student learning in e-textiles (abstract only)
Deborah A. Fields, Kristin A. Searle, Yasmin B. Kafai, Hannah S. Min
Pages: 699-699
doi>10.1145/2157136.2157367

One challenge in assessing students' engineering and programming designs is that the problems are difficult to evaluate with pencil and paper. Projects with multiple types of designs (circuitry, coding, aesthetics) can go wrong in many ways (Resnick, ...
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MediaScripting: teaching introductory CS by through interactive graphics scripting (abstract only)
Janet Davis, Samuel A. Rebelsky, Jerod Weinman
Pages: 665-665
doi>10.1145/2157136.2157368

upswing, Computer science teachers continue to strive for new examples and problems to interest millenials. The Media Computation approach (Guzdial 2003) has proven successful in attracting students in contexts from community colleges to R1 universities ...
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Do faculty recognize the difference between computer science and information technology?: a survey of liberal arts faculty (abstract only)
Hannah Fidoten, Jaime Spacco
Pages: 665-666
doi>10.1145/2157136.2157369

We asked all of the liberal arts faculty who advise undergraduates on course selection at the 14 colleges in the Associated Colleges of the Midwest a series of questions regarding their perceptions of the personality traits of Computer Science (CS) students, ...
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Interdisciplinary travel courses in computer science (abstract only)
Paige H. Meeker
Pages: 666-666
doi>10.1145/2157136.2157370

In today's world, many students are being encouraged not only to participate in class work and internships, but to travel and gain experiential knowledge. At Presbyterian College, students are required to complete either a research/internship class or ...
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User type clustering to refine search and browse for educational resources (abstract only)
Monika Akbar, Clifford A. Shaffer
Pages: 666-666
doi>10.1145/2157136.2157371

Educational portals such as Algoviz.org contain rich information resources, and a key concern is directing the users to specific resources that are of interest to them. While AlgoViz has significant traffic, we cannot count on active user participation ...
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A comprehensive CS curriculum revision, implementation, and analysis (abstract only)
Steven Huss-Lederman
Pages: 666-666
doi>10.1145/2157136.2157372

In 2005, the Beloit College Computer Science Program began a complete revision of its courses and curriculum facing usual issues: limited staff, declining enrollments, and the Computing Curricula 2001 document. We used 1/2 semester, 1/2 unit courses ...
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Developing an interdisciplinary health informatics security and privacy program (abstract only)
Xiaohong Yuan, Jinsheng Xu, Kossi Edoh, Hong Wang
Pages: 666-666
doi>10.1145/2157136.2157373

Health informatics is one of the nation's largest growth industries. With the government's increasing interest in electronic health records and growing investment by healthcare organizations in technology, there is a large demand for a health informatics ...
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A team software development course featuring iPad programming (abstract only)
Robert E. England
Pages: 667-667
doi>10.1145/2157136.2157374

This poster describes a new upper level undergraduate computer science course in team software development, featuring the Apple iPad as the development platform. The course draws from a wide range of state-of-the-art topics in software development theory ...
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The role of belonging in engagement, retention and persistence in computer science (abstract only)
Nanette Veilleux, Rebecca Bates, Diane Jones, Cheryl Allendoerfer, Joy Crawford
Pages: 707-707
doi>10.1145/2157136.2157375

Retaining students in computer science (CS) majors has been a persistent topic among CS educators for almost two decades. Discussion and research has largely focused on improving student engagement in the academic experience in order to provide a more ...
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Streamlining project setup in eclipse for both time-constrained and large-scale assignments (abstract only)
Ellen Boyd, Anthony Allevato
Pages: 667-667
doi>10.1145/2157136.2157376

Many introductory computer science courses include regular lab sessions that require students to develop short programs that relate to corresponding lecture material. Logistical tasks required for assignment completion, such as project setup and submission, ...
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A customizable platform for classroom collaboration using mobile devices (abstract only)
Stephen B. Hughes, J. Ben Schafer, Aaron Mangel, Sean Fredericksen
Pages: 667-667
doi>10.1145/2157136.2157377

One of the major perceived barriers to the adoption of Classroom Response Systems, a.k.a. "clickers", is limited interactivity. Students using dedicated clicker hardware are often only able to provide basic multiple choice or simple numeric responses. ...
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Explaining the dynamic structure and behavior of Java programs using a visual debugger (abstract only)
Demian Lessa, Bharat Jayaraman
Pages: 668-668
doi>10.1145/2157136.2157378

An important challenge in teaching object-oriented (OO) programming and methodology in introductory Computer Science courses is explaining the run-time of OO programs. This is largely due to the OO methodology, which encourages the use of features such ...
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Using FPGA systems across the computer science curriculum (abstract only)
D. Brian Larkins, H. Erin Rickard, William M. Jones
Pages: 668-668
doi>10.1145/2157136.2157379

The field of computer science is continuously growing, requiring curriculum developers to make numerous tradeoffs between depth and breadth with every advance. Faculty must look for new ways to communicate more concepts within a fixed number of contact ...
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Maximizing content learning for deaf students and English as a second language students (abstract only)
Raja S. Kushalnagar, Joeseph S. Stanislow
Pages: 668-668
doi>10.1145/2157136.2157380

The introductory programming college course is usually difficult for many new students, as they struggle to master basic programming concepts and to develop logically correct programs. Surveys in college have estimated that around 30 percent of these ...
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All-in-one virtualized laboratory (abstract only)
Shamsi Moussavi, Giuseppe Sena
Pages: 668-668
doi>10.1145/2157136.2157381

Laboratory-based courses--the corner stone of Computer Science programs in our community college--have been difficult to manage due to the shortage of lab space, available equipment, and basic infrastructures. This has meant that for the past few years, ...
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Recursive thinkers and doers in CS1 (abstract only)
Joseph A. Cottam, Suzanne Menzel
Pages: 669-669
doi>10.1145/2157136.2157382

Computer scientists require a precise and complete understanding of recursion. Earlier work has indicated that recursion merits attention in CS1 [2]. We present a simple test question that, when used in a final exam for three courses over two semesters, ...
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Computing in context: video scenarios for recognizing and utilizing basic computing constructs (abstract only)
Madalene Spezialetti
Pages: 669-669
doi>10.1145/2157136.2157383

This poster presents a tool for providing novice students with a context in which to develop the ability to identify problems and patterns for their solutions by using video scenarios. A video scenario is a short film (typically 2-7 minutes) which has ...
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Programming board-game strategies in the introductory CS sequence (abstract only)
Ivona Bezakova, James Heliotis, Sean Strout, Adam Oest, Paul Solt
Pages: 669-669
doi>10.1145/2157136.2157384

Board games provide a natural context for the use of basic data structures and search algorithms taught in a typical introductory CS sequence. Unlike traditionally used programming assignments where students implement the actual game, we provide the ...
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POSTER SESSION: Posters II
Implementing and assessing a blended CS1 course (abstract only)
John J. Wright
Pages: 670-670
doi>10.1145/2157136.2157386

Whether we like it or not, college administrations and students are increasingly looking for online courses. K-12 schools are increasingly using online content and blending it with standard content. One of the bridges for us between traditional course ...
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Designing with projects in mind: an approach for creating authentic (and manageable) programming projects (abstract only)
Scott Alexander Turner
Pages: 670-670
doi>10.1145/2157136.2157387

Creating programming projects that engage students has been a continual challenge in computer science. Ideally, programming projects should require student to reflect upon and apply programming concepts and help them develop creativity, problem-solving, ...
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Integrating elementary computational modeling and programming principles (abstract only)
Jose M. Garrido
Pages: 670-670
doi>10.1145/2157136.2157388

We propose an approach to introduce computational models and basic programming principles in an integrated manner and as early as possible in the computing curricula. Our goal is to help educate students of computer science, mathematics, and the various ...
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RoboLIFT: simple GUI-based unit testing of student-written android applications (abstract only)
Anthony Allevato, Stephen H. Edwards
Pages: 670-670
doi>10.1145/2157136.2157389

Many computer science educators have adopted test-driven development practices in their introductory computer science courses, as a way of encouraging incremental development and decreasing defects in student code. This practice is straightforward for ...
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OpenDSA: a creative commons active-ebook (abstract only)
Eric Fouh, Maoyuan Sun, Clifford Shaffer
Pages: 721-721
doi>10.1145/2157136.2157390

OpenDSA is an open-source, community-based effort to create a complete active-eBook for Data Structures and Algorithms courses at the undergraduate level. Active-eBooks go beyond hypertextbooks, being a close integration of text and images with interactive ...
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Active learning in computer science education using meta-cognition (abstract only)
Murali Mani, Quamrul Mazumder
Pages: 671-671
doi>10.1145/2157136.2157391

Courses that involve problem solving provide an opportunity to incorporate meta-cognition as an active learning strategy, where students reflect on their confidence levels on their solutions to problems. As compared to other typically used active learning ...
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Dynamic programming across the CS curriculum (abstract only)
Yana Kortsarts, Vasily Kolchenko
Pages: 671-671
doi>10.1145/2157136.2157392

Dynamic programming is one of the important algorithmic techniques often not appropriately covered in the core undergraduate CS courses, and there is no sufficient emphasize on application of advanced techniques to practical problems. As a result, students ...
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50 ways to be a FOSSer: simple ways to involve students & faculty (abstract only)
Clif Kussmaul, Heidi J.C. Ellis, Gregory W. Hislop
Pages: 671-671
doi>10.1145/2157136.2157393

Participating in free and open source software (FOSS) has numerous benefits for students (and faculty), and there is increasing interest in encouraging such participation. There is a broad range of possible contributions to FOSS projects including documentation, ...
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Teaching computer science and programming concepts using LEGO NXT and TETRIX robotics, and computer science unplugged activities (abstract only)
Daniela Marghitu, Taha Ben Brahim, John Weaver
Pages: 671-671
doi>10.1145/2157136.2157394

Auburn University's Robo Camp K12 outreach program integrates various robotics platforms to maximize students' critical thinking and creativity development. This work presents how robotics could be used to teach students computer science concepts and ...
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Using POGIL to teach students to be better problem solvers (abstract only)
Helen H. Hu
Pages: 672-672
doi>10.1145/2157136.2157395

POGIL is a learning method that encourages students to learn coursework material in cooperative groups. Instead of passively listening to a traditional lecture, POGIL students work together on activities that guide students to discover programming concepts ...
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Developing a gaming concentration in the computer science curriculum at an HBCU (abstract only)
Jinghua Zhang, Elva J. Jones
Pages: 672-672
doi>10.1145/2157136.2157396

We propose a unique gaming concentration to reenergize computer science(CS) education at Winston-Salem State University (WSSU), an HBCU. Nationally, many gaming concentration programs in the CS curriculum have been successfully developed. Nevertheless, ...
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OSSIE: an open source software defined radio (SDR) toolset for education and research (abstract only)
Jason Snyder
Pages: 672-672
doi>10.1145/2157136.2157397

OSSIE is an open source SDR project created for education and research. When used as a teaching example, OSSIE provides lessons about open source and systems development. It is also an ideal platform for a variety of projects, from capstone studies to ...
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Implementing a communication-intensive core course in a CS curriculum: a survey of methods (abstract only)
Jean H. French
Pages: 672-672
doi>10.1145/2157136.2157398

While a focus on programming and mathematical skills is second nature to computer science faculty, perhaps equally important should be the recognition of the need for students to master communication skills. This poster presents the measured results ...
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The reflective mentor: charting undergraduates' responses to computer science service learning (abstract only)
Quinn Burke, Yasmin B. Kafai, Jean Griffin, Rita M. Powell, Michele Grab, Susan B. Davidson, Joseph S. Sun
Pages: 673-673
doi>10.1145/2157136.2157399

Community service courses are often where undergraduates make connections between academic content and practical computer science applications, build bridges between the university and the community, and ultimately increase access to technology in such ...
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Teaching cryptography using hands-on labs (abstract only)
Li Yang, Joseph Kizza, Andy Wang, Chung-Han Chen
Pages: 673-673
doi>10.1145/2157136.2157400

Teaching cryptography is essential in undergraduate information assurance (IA) education as it is an indispensable component in the IA knowledge domain and plays a key role in ensuring information confidentiality, integrity and availability. Hands-on ...
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From drawing to programming: attracting middle-school students to programming through self-disclosing code (abstract only)
Pelle Hall, Andrew Hirakawa, Jennelle Nystrom, Samuel A. Rebelsky
Pages: 673-673
doi>10.1145/2157136.2157401

Consider a middle-school student "playing" with a computer. What does she do? She may chat with friends. She may surf the Web. She may even play a few games. But she is also likely to make things with drawing programs, word processors, or other applications ...
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Proposed revisions to the social and professional knowledge area for CS2013 (abstract only)
Carol Spradling, Florence Appel, Elizabeth Hawthorne
Pages: 673-673
doi>10.1145/2157136.2157402

The ACM/IEEE-CS 2001/2008 computer science curricular guidelines are in the process of being updated and the strawman version of CS2013 will be unveiled at SIGCSE 2012. Inclusion of the ethical, societal and professional responsibility issues dates back ...
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A better API for Java reflection (abstract only)
Zalia Shams, Stephen H. Edwards
Pages: 674-674
doi>10.1145/2157136.2157403

Instructors often write reference tests to evaluate student programs. In Java, reference tests should be independent of submitted solutions as they are run against all student submissions. Otherwise, they may even fail to compile against some solutions. ...
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Hands-on labs for a mini-course on mobile application development (abstract only)
Qusay H. Mahmoud, Nicholas Mair, Younis Mohamed, Sunny Dhillon
Pages: 674-674
doi>10.1145/2157136.2157404

In this poster we present a set of hands-on labs for a mini-course on mobile application development that can be used as a lab component of any Computing course. The labs revolve around a single theme whereby students experiment with designing and developing ...
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CEOHP evaluation, evolution, and archival storage (abstract only)
Vicki L. Almstrum, Barbara Boucher Owens, Mary Z. Last, Deepa Muralidhar
Pages: 674-674
doi>10.1145/2157136.2157405

This poster presents recent progress with the Computing Educators Oral History Project (CEOHP). To provide context, the poster includes a brief history of CEOHP and a summary of the interviews currently in the collection (a total of twenty-six completed ...
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CodeTrainer teacher authoring system: facilitating user-created content in an intelligent tutoring system (abstract only)
Christy L. McGuire, Thomas K. Harris, Jonathan Steinhart, Leigh Ann Sudol-DeLyser
Pages: 674-674
doi>10.1145/2157136.2157406

With grant funding from the National Science Foundation, we are developing the CodeTrainer Content Authoring System, a mechanism that allows educators to create and contribute their own curriculum content and align that content with the features of our ...
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Comparing feature sets within visual and command line environments and their effect on novice programming (abstract only)
Edward Dillon, Monica Anderson, Marcus Brown
Pages: 675-675
doi>10.1145/2157136.2157407

Improving the novice's experience with programming may be key to retaining more students interested in Computer Science. Programming environments is an area that lacks comprehensive study. Some entry-level sequences prefer visual environments while others ...
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Exploring connected worlds (abstract only)
Jeffrey Forbes
Pages: 675-675
doi>10.1145/2157136.2157408

The widespread use of online social networks provides a particularly compelling domain for introducing computer science techniques and concepts to undergraduate students. As part of the HarambeeNet project, I developed a new course on the Science of ...
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SESSION: Birds-of-a-feather
CS unplugged, outreach and CS kinesthetic activities (abstract only)
Tim Bell, Lynn Lambert, Daniela Marghitu
Pages: 676-676
doi>10.1145/2157136.2157410

Outreach activities including Computer Science Unplugged demonstrate computer science concepts at schools and public venues based around kinesthetic activities rather than hands-on computer use. Computer Science Unplugged is a global project that has ...
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Infusing software assurance and secure coding into introductory CS courses (abstract only)
Elizabeth K. Hawthorne, Nancy R. Mead, Mark A. Ardis, Carol A. Sledge
Pages: 676-676
doi>10.1145/2157136.2157411

Nearly every facet of modern society depends heavily on highly complex software systems. The business, energy, transportation, education, communication, government, and defense communities rely on software to function, and software is an intrinsic part ...
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Web-CAT user group (abstract only)
Stephen H. Edwards
Pages: 676-676
doi>10.1145/2157136.2157412

Web-CAT is the most widely used open-source automated grading system, with about 10,000 users at over 65 institutions worldwide. Its plug-in architecture supports extensibility, with plug-ins for Java (including Objectdraw, JTF, Swing, and Android), ...
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Teaching open source: involving students in free and open source software (FOSS) project communities (abstract only)
Sebastian Dziallas, Heidi J.C. Ellis, Mel Chua, Steven Huss-Lederman, Karl R. Wurst
Pages: 676-676
doi>10.1145/2157136.2157413

Involving students from a wide range of backgrounds in Free and Open Source Software (FOSS) project communities gets them a hands-on, portfolio-building experience in the creation of a real-world project while simultaneously building their institution's ...
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AP CS principles and the 'beauty and joy of computing' curriculum (abstract only)
Brian Harvey, Tiffany Barnes, Luke Segars
Pages: 677-677
doi>10.1145/2157136.2157414

The College Board's guidelines for the coming AP CS Principles course are broad enough to allow many different interpretations. In particular, different courses have different levels of technical depth. The "Beauty and Joy of Computing" curriculum, used ...
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Teaching track faculty in CS (abstract only)
Daniel D. Garcia, Jody Paul, Mark Sherriff
Pages: 677-677
doi>10.1145/2157136.2157415

Many computer science departments have chosen to hire faculty to teach in a teaching-track position that parallels the standard tenure-track position, providing the possibility of promotion, longer-term contracts, and higher pay for excellence in teaching ...
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A town meeting: SIGCSE committee on expanding the women-in-computing community (abstract only)
Gloria Childress Townsend
Pages: 677-677
doi>10.1145/2157136.2157416

In January 2004, we organized the second SIGCSE Committee ("Expanding the Women-in-Computing Community"). Our annual Town Meeting provides dissemination of information concerning successful gender issues projects, along with group discussion and brainstorming, ...
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Sharing incremental approaches for adding parallelism to CS curricula (abstract only)
Richard A. Brown, Elizabeth Shoop, Joel C. Adams, David P. Bunde, Jens Mache, Paul F. Steinberg, Matthew Wolf, Michael Wrinn
Pages: 747-747
doi>10.1145/2157136.2157417

Recent industry changes, including multi-core processors, cloud computing, and GPU programming, increase the need to teach parallelism to CS undergraduates. But few CS programs can afford to add new courses or greatly alter syllabi, and the large parallelism ...
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Computer science: small department initiative (abstract only)
James Jerkofsky, Cathy Bareiss
Pages: 678-678
doi>10.1145/2157136.2157418

Faculty in small departments (perhaps 3 FTE, perhaps only 1 or 2,&) face special situations - both challenges and strengths. In this BOF, members will have a chance to talk about both. Challenges include maintaining a well-rounded curriculum and ...
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Teaching with Alice (abstract only)
Don Slater, Wanda Dann, Steve Cooper
Pages: 678-678
doi>10.1145/2157136.2157419

This session is for anyone currently using Alice 2.2 and / or thinking about using Alice 3, or exploring the possibility of using Alice in his or her curriculum. The discussion leaders and experienced Alice instructors will share teaching strategies, ...
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Identifying effective pedagogical practices for commenting computer source code (abstract only)
Peter J. DePasquale, Michael E. Locasto, Lisa C. Kaczmarczyk
Pages: 678-678
doi>10.1145/2157136.2157420

Few, if any, pedagogical practices exist for helping students embrace best practices in writing software documentation, particularly source code comments. Although instructors often stress the importance of good commenting, two problems exist. First, ...
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Design of a computer security teaching and research laboratory (abstract only)
Jeffrey L. Duffany, Alfredo Cruz
Pages: 678-678
doi>10.1145/2157136.2157421

To enhance the learning process a certain amount of hands-on experience is desirable to supplement the theory portion of computer security-related courses. This includes courses in information assurance, database security, computer security and computer ...
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Student ICTD research and service learning abroad (abstract only)
Joseph Mertz, Ralph Morelli, Ruth E. Anderson
Pages: 678-678
doi>10.1145/2157136.2157422

This BOF is a chance for information sharing among faculty interested in involving students in ICTD research and/or service learning toward cultural and economic development globally. It takes a lot to get students out into the field. Challenges include ...
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Imaging college educators (abstract only)
Jerod Weinman, Ellen Walker
Pages: 679-679
doi>10.1145/2157136.2157423

Within computing, the imaging field includes computer vision, image understanding, and image processing. While much research and teaching is done at the graduate level, the typical imaging educator at an undergraduate institution is the only specialist ...
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Let's talk social media (abstract only)
Kimberly D. Voll
Pages: 679-679
doi>10.1145/2157136.2157424

Our students are the social media generation, touting Facebook, Google+, and even Twitter accounts as a matter of course. Providing rich, highly integrated environments, social media systems are a template for community and connection. In contrast, CS ...
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Program by design: TeachScheme/ReachJava (abstract only)
Viera K. Proulx, Stephen Bloch
Pages: 679-679
doi>10.1145/2157136.2157425

Program by Design is a new name for the comprehensive introduction to programming at all levels that began with TeachScheme/ReachJava. This unconventional introductory computing curriculum covers both functional and the object- oriented program design ...
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CSTA chapters: supporting your local computer science educators (abstract only)
Frances P. Trees, Helen Hu, Chinma Uche
Pages: 679-679
doi>10.1145/2157136.2157426

As part of its commitment to developing a strong community of computer science educators, the Computer Science Teachers Association (CSTA) supports the development of regional CSTA chapters. A CSTA chapter is a local branch of CSTA designed to facilitate ...
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Revitalizing computing camp and outreach: how do we engage teenagers in "cool" technology? (abstract only)
Kristine S. Nagel, Evelyn Brannock, Robert Lutz
Pages: 679-679
doi>10.1145/2157136.2157427

Tech Camps are popular outreach tools to interest teens in computing programs and technology careers. One of the biggest obstacles is how to make Tech Camp "cool" and inviting for teenagers. How do we grab the attention of students to enroll? Once at ...
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Active eTextbooks for CS: what should they be? (abstract only)
Clifford A. Shaffer
Pages: 680-680
doi>10.1145/2157136.2157428

What should the textbook of tomorrow look like in a world of ubiquitous access to computing? Hypertextbooks have proved difficult to create and been fundamentally passive experiences. Commercial eBooks are merely books printed on an electronic screen ...
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Enriching computing instruction with studio-based learning (abstract only)
N. Hari Narayanan, Martha Crosby, Dean Hendrix, Christopher Hundhausen
Pages: 680-680
doi>10.1145/2157136.2157429

This BOF is related to the Special Session Transforming the CS Classroom with Studio-Based Learning (SBL). SBL promotes learning in a collaborative context by having students construct, present, review and refine their work with the guidance of peers ...
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AP CS A: sharing teaching strategies and curricular ideas (abstract only)
Lester L. Wainwright, Renee Ciezki, Robert G. Martin
Pages: 680-680
doi>10.1145/2157136.2157430

This BOF will provide an opportunity for high school and college faculty to discuss the AP CS A curriculum and to explore possibilities for collaborations and outreach activities between high schools and colleges.
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Regional celebrations of women in computing (WiC): best practices (abstract only)
Jodi Tims, Ellen Walker, Rachelle Kristof Hippler
Pages: 680-680
doi>10.1145/2157136.2157431

Regional celebrations are locally organized, professional conferences modeled after the Grace Hopper Celebration of Women in Computing (GHC). This BOF allows people who have organized or would like to organize such a conference to get together to share ...
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Hacking and the security curriculum: building community (abstract only)
Richard S. Weiss, Michael E. Locasto, Jens Mache
Pages: 680-680
doi>10.1145/2157136.2157432

Incorporating information security into the undergraduate curriculum continues to be a topic of interest to SIGCSE attendees. The purpose of this BOF is to help sustain the existing community of educators and researchers interested in bringing ethical ...
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Flipping the classroom (abstract only)
Barry Brown
Pages: 681-681
doi>10.1145/2157136.2157433

In a flipped classroom, students watch or listen to the lecture at home and do homework in the classroom. The classroom becomes much more interactive and the educator has ample opportunity to provide individualized guidance when it's most needed. The ...
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Using social networks to engage computer science students (abstract only)
Semmy Purewal, Owen Astrachan, David Brown, Jeffrey Forbes
Pages: 681-681
doi>10.1145/2157136.2157434

Social Networking continues to be a popular past-time among high school and college students. In this birds of a feather session, we will share ideas on integrating social networking topics into computer science courses at the introductory and non-major ...
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Digital humanities: reaching out to the other culture (abstract only)
Robert E. Beck
Pages: 681-681
doi>10.1145/2157136.2157435

This discussion will connect instructors who are reaching out to their colleagues in the humanities to discover areas of collaboration. It focuses on what these disciplines have to contribute to our knowledge of computing and how computational thinking ...
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A multimedia and liberal arts approach to a first course in programming and its crossover potential for computer science and the arts (abstract only)
Trish Cornez, Richard Cornez
Pages: 681-681
doi>10.1145/2157136.2157436

Attracting computer science students in a liberal arts setting serves to enhance the background and breadth of the class of professional programmers. There is a segment of the student population that is talented and artistic, but may not be aware of ...
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Teaching with app inventor for android (abstract only)
Hal Abelson, David Wolber, Ralph Morelli, Jeff Gray, Chinma Uche
Pages: 681-681
doi>10.1145/2157136.2157437

App Inventor for Android is a visual blocks language for building mobile apps. Like Scratch, the language's drag-and-drop blocks interface significantly lowers the barrier to entry. Beginners can immediately build apps that interface with mobile technology ...
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Technology that educators of computing hail (TECH): come, share your favorites! (abstract only)
Daniel D. Garcia, Luke Segars
Pages: 682-682
doi>10.1145/2157136.2157438

The pace of technology for use in computing education is staggering. In the last five years, the following tools / websites have completely transformed our teaching: Piazza, Google Docs, YouTube, Doodle and whenisgood.net, Skype and Google Hangout, and ...
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Motivating CS1/2 students with the android platform (abstract only)
John Lewis, Anthony Allevato, Stephen Edwards
Pages: 682-682
doi>10.1145/2157136.2157439

The use of Android in computing courses is growing. Students find it engaging because it offers a unique opportunity to develop Java apps for mobile devices. Android offers opportunities and challenges in a teaching environment, especially in CS1 and ...
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Interdisciplinary database collaborations (abstract only)
Suzanne W. Dietrich, Don Goelman
Pages: 682-682
doi>10.1145/2157136.2157440

Databases play a major role across many disciplines for the storage and retrieval of information. Many database educators are establishing collaborations with colleagues representing a diverse spectrum of interests, for both research and pedagogical ...
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Google summer of code and google code-in BoF (abstract only)
Carol Smith
Pages: 771-771
doi>10.1145/2157136.2157441

Google Summer of Code is the outreach program aimed at getting university students involved in a 3-month online internship working in open source software development. Google Code-in is the contest aimed at involving 13-18 year olds in open source software ...
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Building partnerships across the CS education spectrum (abstract only)
Chris Stephenson, Steve Cooper, Don Yanek, Jeff Gray
Pages: 682-682
doi>10.1145/2157136.2157442

Over the last five years, CSTA has built a solid outreach and teacher support network through the work of its chapters and Leadership Cohort. This network has also become a major source of active partnerships between K-12 teachers, their schools, and ...
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Engaging the community with mobile app projects (abstract only)
William Turkett, Paúl Pauca, Joel Hollingsworth
Pages: 683-683
doi>10.1145/2157136.2157443

As the popularity of mobile devices surges, more and more organizations are looking to exploit the novel interaction methods of mobile devices to re-deploy legacy software or to develop innovative new applications. Many organizations are looking to nearby ...
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Have class, will travel (abstract only)
Paige H. Meeker
Pages: 683-683
doi>10.1145/2157136.2157444

At many schools, various disciplines offer travel courses to enhance the knowledge of the student. How can we introduce such courses to computer science departments across the country? This BOF will provide a time of sharing ideas for such courses and ...
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Integration of experiential learning and teaching: beyond the walls of the classroom, techniques, challenges and merits (abstract only)
Arshia A. Khan, Tammy Lichtenberg, Rishika Dhody, Joel Poualeu
Pages: 683-683
doi>10.1145/2157136.2157445

Integration of experiential learning is critical in the field of computer science. It makes science education more rigorous, relevant, and extends the learning beyond the academic walls by engaging students in real world experiences and enforcing active ...
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