Posts tagged ‘computing education’

The challenge of retaining women in computing: The 2016 Taulbee Survey: Supplementary Report on Course-level Enrollment

The Computing Research Association (CRA) has just released a supplement to their 2016 Taulbee Survey report.  They now are collecting individual course data, which gives them more fine-grained numbers about who is entering the major, who is retained until mid-level, and who makes it to the upper-level.  Previously, they mostly just had enrollment and graduation data.  These new data give them new insights.  For example, we are getting more women and URM in computing, but we are not retaining them all.

Except in the introductory course for non-majors, the median percentage of women in courses at each level was either fairly constant or increasing [from previous years]. The most notable increase was in the mid-level course, where the median percentage of women went from 17.4 in 2015 to 20.0 in 2016. The median percentage of women in the upper-level course also increased, from 14.1 to 15.9 percent. We see a slight drop-off from the median percentage of women in the introductory course for majors in 2015 (21.0 percent) to the median percentage of women in the mid-level course in 2016 (20.0 percent), and a somewhat larger drop-off between the median percentage of women in the mid-level course in 2015 (17.4 percent) and the median percentage of women in the upper-level course in 2016 (15.9 percent).  Because the median percentage at each level is for a single representative course, not for all students at that level, some of the differences between levels may be attributable to the specific courses on which the institutions chose to report. Overall, however, this trend of decreasing representation of women at higher course levels is congruent with other data.

Source: The 2016 Taulbee Survey: Supplementary Report on Course-level Enrollment – CRA

September 18, 2017 at 7:00 am 3 comments

Google report in CACM: Is the U.S. Education System Ready for CS for All?

Jennifer Wang of Google has the Education Viewpoints column in CACM this month, and she reports on data that Google is collecting on systemic issues preventing CS for All.  It’s an important report that I recommend.

Interestingly, we also found that regardless of race/ethnicity or gender, 80% of students who have learned CS said that they learned CS in a class at school, about twice the rate of any other means of learning, including on their own, through afterschool clubs, online, or in any other program outside of school. This data strongly suggests formal education remains the best way to ensure widespread and equitable access to CS learning.

Yet, we found schools faced many barriers to offering CS classes. We asked principals and superintendents why they did not offer CS in their schools and districts. The most commonly cited barriers had to do with lack of qualified teachers and competing demands of standardized test preparation. Lack of qualified teachers was cited by 63% of principals and 74% of superintendents. Not enough funding to train teachers was cited by 55% of principals and 57% of superintendents. The need to devote time to testing requirements was cited by 50% of principals and 55% of superintendents. This indicates computing professionals can play an important role in expanding access to CS by supporting organizations that train teachers and by providing mentoring and resources to teachers and students.

Source: Is the U.S. Education System Ready for CS for All? | August 2017 | Communications of the ACM

August 25, 2017 at 7:00 am Leave a comment

Leslie Lamport tells Computer Scientists to go create ebooks (and other new media)

Yes! Exactly!  That’s why we’re trying to figure out new media for expressing, learning, and talking about computing.

“If you succeed in attaining a position that allows you to do something great, if you do something that really is great, and if you realize that it’s great, there’s still one more hurdle: You have to convince others that it’s great,” he told the graduates. “This will require writing.”

He exhorted graduates in biological physics; chemistry; computational linguistics; computer science; language and linguistics; mathematics and physics to find new modes of communication.

“There must be wonderful ways in which a writer can interact with the reader that no one has thought of yet, ways that will convey ideas better and will make reading fun,” Lamport said. “I want you to go out and invent them.”

Source: Computer scientist Leslie Lamport to grads: If you can’t write, it won’t compute | BrandeisNOW

August 11, 2017 at 7:00 am Leave a comment

Michigan is phasing out its computer science teaching endorsement

I’d heard that this was happening, but couldn’t believe it, until I saw the news reports.  While other states are ramping up computer science teacher certifications or endorsements, and schools are starting to offer programs for those certifications, Michigan is actually phasing it out.

Teachers who currently hold the endorsements will continue to see them displayed on their certificates and may continue to teach in those areas. However, starting in 2017-18, administrators will have discretion in assigning a teacher in those endorsement areas. For example, a teacher with a computer science endorsement may be assigned to teach computer science, or a district may employ a teacher without the endorsement who displays strong computer science skills.

Source: Some Teaching Endorsements Phasing Out – Michigan Education Association

August 4, 2017 at 7:00 am 9 comments

Teaching the students isn’t the same as changing the culture: Dear Microsoft: absolutely not. by Monica Byrne

A powerful blog post from Monica Byrne with an important point. I blogged a while back that teaching women computer science doesn’t change how the industry might treat them.  Monica is saying something similar, but with a sharper point. I know I’ve heard from CS teachers who are worried about attracting more women into computing.  Are we putting them into a unpleasant situation by encouraging them to go into the computing industry?

Then—gotcha!—they’re shown a statistic that only 6.7% of women graduate with STEM degrees. They look crushed. The tagline? “Change the world. Stay in STEM.”

Are you f***ing kidding me?

Microsoft, where’s your ad campaign telling adult male scientists not to rape their colleagues in the field? Where’s the campaign telling them not to steal or take credit for women’s work? Or not to serially sexually harass their students? Not to discriminate against them? Not to ignore, dismiss, or fail to promote them at the same rate as men? Not to publish their work at a statistically significant lower rate?

Source: Dear Microsoft: absolutely not. | monica byrne

June 30, 2017 at 7:00 am 3 comments

Call for Papers for 2nd Blocks and Beyond Workshop

Call for Participation

Blocks and Beyond 2:
2nd Workshop on Lessons and Directions for
First Programming Environments

October 9-10, 2017, Raleigh, NC, USA

A satellite workshop of the 2017 IEEE Symposium
on Visual Languages and Human-Centric Computing (VL/HCC)

Call for Participation

Scope and Goals

Blocks programming environments represent program syntax trees as compositions of visual blocks. They are an increasingly popular way to introduce programming and computational thinking; tens of millions of people have used tools like Scratch, Blockly, App Inventor, Snap!, Pencil Code, Alice/Looking Glass, AgentSheets/AgentCubes, and’s curricula. But blocks programming is not just for beginners; environments like GP and domain-specific blocks languages are targeted at hobbyists, scientists. and other casual programmers.

Capitalizing on the energy and enthusiasm from the 1st Blocks and Beyond Workshop in Atlanta in 2015, this workshop aims to continue studying the usability, effectiveness, and generalizability of affordances of these environments and their associated pedagogies. The workshop will bring together educators and researchers with experience in blocks languages, as well as members of the broader VL/HCC community who wish to examine this area more deeply. We seek participants with diverse expertise, including, but not limited to: design of programming environments, instruction with these environments, the learning sciences, data analytics, usability, and more.

The workshop will be a generative discussion that sets the stage for future work and collaboration. It will include participant presentations and demonstrations that frame the discussion, followed by reflection on the state of the field and smaller working-group discussion and brainstorming sessions.

Suggested Topics for Discussion

·  Who uses blocks programming environments and why?

·  Which features of blocks environments help or hinder users? How do we know? Which of these features are worth incorporating into more traditional IDEs? What helpful features are missing?

·  How can blocks environments and associated curricular materials be made more accessible to everyone, especially those with disabilities?

·  Can blocks programming appeal to a wider range of interests (e.g., by allowing connections to different types of devices, web services, data sources, etc.)?

·  What are the best ways to introduce programming to novices and to support their progression towards mastery? Do these approaches differ for for learners of computing basics and for makers?

·  What are the conceptual and practical hurdles encountered by novice users of blocks languages when they face the transition to text languages and traditional programming communities? What can be done to reduce these hurdles?

·  How can we best harness online communities to support growth through teaching, motivating, andproviding inspiration and feedback?

·  What roles should collaboration play in blocks programming? How can environments support that collaboration?

·  In these environments, what data can be collected, and how can that data be analyzed to determine answers to questions like those above? How can we use data to answer larger scale questions about early experiences with programming?

·  What are the lessons learned (both positive and negative) from creating first programming environments that can be shared with future environment designers?


We invite two kinds of submissions:

1.       A 1 to 4 page position statement describing an idea or research question related to the design, teaching, or study of blocks programming environments.

2.       A paper (up to 8 pages) describing previously unpublished results involving the design, study, or pedagogy of blocks programming environments.

All submissions must be made as PDF files to the Easy Chair Blocks and Beyond workshop submission site.

As with the Proceedings of the 1st Blocks and Beyond Workshop, we plan to publish the proceedings of the 2nd Workshop with the IEEE. Please use an IEEE Conference template to format your submission.

Important Dates

·  19 Jul 2017: Submissions due (due by end of day, anytime on Earth)

·  16 Aug 2017: Author notification

·  30 Aug 2017: Camera ready copies due

·  9-10 Oct 2017: Workshop in Raleigh

June 23, 2017 at 7:00 am Leave a comment

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