Posts tagged ‘SIGCSE’

SIGCSE 2019 Papers from the Blogosphere

I’m gathering blog posts from others about their SIGCSE 2019 papers. Here’s what I’ve got:

From Katie Rich:

https://katiethecurious.com/2019/02/24/new-paper-debugging-lt/

Rich, K. M., Strickland, C., Binkowski, T. A., & Franklin, D. (2019). A K – 8 debugging learning trajectory derived from research literature. In Proceedings of the 2019 ACM SIGCSE Technical Symposium on Computer Science Education (pp. 745–751). New York: ACM.

From Shuchi Grover:

http://www.shuchigrover.com/countdown-to-the-50th-sigcse-in-minneapolis/

(Paper) Non-Programming Activities for Engagement with Foundational Concepts in Introductory Programming (Shuchi Grover, Nicholas Jackiw, & Patrik Lundh) | Mar 2, 12 – 12:30pm, Hyatt: Greenway B/C (2nd floor)

(Poster) Integrating Computational Thinking in Informal and Formal Science and Math Activities for Preschool Learners (Shuchi Grover, Ximena Dominguez, Danae Kamdar, Phil Vahey, Savitha Moorthy, Sara Gracely & Ken Rafanan) | Mar 1, 10am-noon, Hyatt Exhibit Hall

(Demo) Integrating Computational Modeling in K-12 STEM Classrooms (Gautam Biswas, Nicole Hutchins, Akos Ledeczi, Shuchi Grover & Satabdi Basu) | Feb 28, 10-10:45am, Hyatt Exhibit Hall

(Lightning Talk): Thinking about Computational Thinking: Lessons from Education Research (Shuchi Grover) | Feb 28, 4pm, Hyatt Lake Bemidji (4th Floor)

From Brett Becker

First Things First: Providing Metacognitive Scaffolding for Interpreting Problem Prompts. 

https://cszero.wordpress.com/2019/02/27/sigcse-2019-best-computer-science-education-research-paper/

50 Years of CS1 at SIGCSE: A Review of the Evolution of Introductory Programming Education Research

https://cszero.wordpress.com/2019/02/27/50-years-of-cs1-at-sigcse-a-review-of-the-evolution-of-introductory-programming-education-research/

From Austin Cory Bart

https://acbart.github.io/python-sneks/interventions.html

PythonSneks: An Open-Source, Instructionally-Designed Introductory Curriculum with Action-Design Research

Austin Cory Bart, University of Delaware, Newark, DE, USA

Allie Sarver, Virginia Tech, Blacksburg, VA, USA

Michael Friend, Virginia Tech, Blacksburg, VA, USA

Larry Cox II, Virginia Tech, Blacksburg, VA, USA

From Lauren Margulieux

https://laurenmarg.com/2019/01/13/article-summary-margulieux-et-al-2019-review-of-measurements-in-computing-education-research/

Lauren Margulieux, Tuba Ketenci, and Adrienne Decker.

Review of Measurements Used in Computing Education Research and Suggestions for Increasing Standardization

From Felienne Hermans

http://perl.liacs.nl/2019/01/31/when-i-grow-up-i-want-to-become-a-programmer-elli-11-how/

Early Programming Education and Career Orientation: the Effects of Gender, Self-Efficacy, Motivation and Stereotypes

Efthimia Aivaloglou and Felienne Hermans

 

 

February 28, 2019 at 9:15 am Leave a comment

Our work at SIGCSE 2019: Ebooks, jobs, privilege, what is research, and what is literacy

There was a time before each SIGCSE Symposium or ICER Conference that I would write a blog post about all the cool things being presented from Georgia Tech (see for example SIGCSE 2018 and SIGCSE 2017 posts).  But now, the list of things at SIGCSE 2019 from Georgia Tech and University of Michigan (my new home) is enormous.

I’m going to take a different strategy — the selfish and easier strategy.  Let me just tell you about the things that I know about because I work with the authors. All the proceedings are available here.

  • Wednesday is the RESPECT conference (see program here). At the 9:30 session, Katie Cunningham will be one of the presenters of a paper “Job Placement Experience and Perceptions of Alumni from a Three-year Computer Science Program” with Miguel Lara and Bude Su about the job placement experience of students who graduate from the CSin3 program that won a best paper award at last year’s SIGCSE Symposium.
  • On Thursday afternoon, I’m going to be on a panel with Lauren Margulieux, Leo Porter, Greg Nelson, and our organizer and moderator, Colleen Lewis.  The topic of the panel is “Negotiating Varied Research Goals in Computing Education Research.”  Greg and Andy Ko published a paper at this last year’s ICER, which won one of the best paper awards, that I and others strongly disagreed with.  Andy’s blog post captures the discussion and arguments well. This panel continues that discussion.
  • Friday morning: I will be giving a keynote “Computing Education as a Foundation for 21st Century Literacy.”  I’ve practiced it every seminar and event I could find for the last couple months, so I’m ready.
  • At Friday’s 10 am poster session, ECEP will be presenting a poster (Jeff Xavier as lead) on “Fostering State-level Change In CS Education: The Expanding Computing Education Pathways Alliance.”
  • At a Friday morning 10:45 am special session, Miranda Parker will join Helen Hu, Jason Black, and Colleen Lewis to explore the role of privilege in CS education — an issue near and dear to Miranda’s heart (see, for example, this post).
  • At Friday afternoon’s 3 pm poster session, Katie Cunningham will have a poster with Miguel Lara and Bude Su echoing their RESPECT paper.
  • Friday afternoon at 3:45, Barb Ericson will be on a panel with Alison Derbenwick Miller, Lecia Barker, and Owen Astrachan on broadening participation in computing.  “You don’t have to be a white male that was learning how to program since he was five:” Computer Use and Interest From Childhood to a Computing Degree. I know that Barb is working hard on analyzing all the AP CS 2018 data, so this may be the unveiling of her annual analysis (see 2017 and 2016 posts here).
  • Saturday afternoon, Barb Ericson (with Brad Miller and Jackie Cohen of U-M) will present a workshop on how to use the Runestone ebook platform that we use in our work (see, for example, this post).

I highly encourage everyone to check out the SIGCSE 2019 Best Paper award-winning presentations (see list here).  I’m particularly excited that Andreas Stefik’s (with Richard Ladner, William Allee, and Sean Mealin) project on developing CS Principles materials for blind and visually-impaired students is being recognized. We need to take more seriously making computing accessible to a broader range of students.

 

February 25, 2019 at 7:00 am 1 comment

Vote for SIGCSE’s Top 10 Papers of the first 50 years

The ACM Special Interest Group in CS Education (SIGCSE) has created a new “Test of Time” award.  They are trying to define the top 10 papers of SIGCSE’s first 50 years.  You can see the list and vote here.

Because SIGCSE is celebrating their 50th anniversary, ALL SIGCSE conference papers are freely available in the ACM Digital Library through the Symposium (Feb 27-March 2 in Minneapolis).

I don’t know all the papers on the list, but I’m happy that some of my favorites are there. Just mentioning a few:

I do encourage you to check them all out, vote, and download as many papers as you can while they’re all free.

 

 

January 18, 2019 at 7:00 am Leave a comment

A little bit of computing goes a long way, and not everyone needs software engineering: The SIGCSE 50th Anniversary issue of ACM Inroads

This year is the 50th SIGCSE Technical Symposium, and Jane Prey was guest editor for a special issue of ACM Inroads on 50 years of ACM SIGCSE. You can see the current issue here, but yes, it’s behind a paywall — ACM Inroads is meant to be a membership benefit.

I’m really fascinated by this issue. Sally Fincher does a nice job telling the story of ICER. I enjoyed Susan Rodgers’ and Valerie Barr’s reflections. I’m still trying to understand all of Zach Dodds’ references in his SIGCSE 2065 future-retrospective. I found some of the articles frustrating and disagreed with some of the claims (e.g., I don’t think it’s true that AP CS enrollments plummeted after introducing Java), but discussion can be good for the community.

I was asked to write a piece about What we care about now, and what we’ll care about in the future. My bottom line is a claim that John Maloney (of Squeak, Scratch, and GP fame) reminded me is a favorite phrase of the great Logo (and many other things) designer, Brian Silverman: A little bit of computing goes a long way.

The important part of Scratch is that computationalists find value in it, i.e., that they can make something that they care about in Scratch. What we see in Scratch is the same process we see among the computationalists in computational photography, journalism, and science. They don’t need all of computer science. They can find value and make something useful with just some parts of computing. Scratch projects smell wonderful to Scratch computationalists.

There’s been a thread on Twitter recently about the use of software engineering principles to critique Scratch projects (see the thread starting here). Researchers in software engineering claim that Scratch code “smells,” e.g., has bad practices associated with it. There’s even a website that will analyze your Scratch project in terms of these software engineering practices, DrScratch.  The website claims that it is measuring computational thinking skills — I see no evidence of that at all.

These software engineering researchers are misunderstanding users and genres of programming. They ought to read Turkle and Papert’s Epistemological Pluralism and the Revaluation of the Concrete. People code for different purposes, with different ways of appropriating code. The standards of the software engineer are not appropriate to apply to children. Not everybody is going to be a professional software developer, and they don’t need to be.

Increasingly, people are only going to use parts of computer science, and they will achieve fluency in those. That’s a wonderful and powerful thing. A little bit of computing goes a long way.

January 7, 2019 at 7:00 am 26 comments

Exploring the question of teaching recursion or iterative control structures first

Someone raised the question on the SIGCSE Members list: Which should we teach first, iteration or recursion?

I offered this response:

The research evidence suggests that one should teach iterative control structures before recursion, IF you’re going to teach both.  If you are only going to teach one, recursion is easier for students.  If you teach recursion first, the evidence (Kessler & Anderson, 1986; Wiedenbeck, 1989) suggests that it becomes harder to learn the iterative control structures.

The push back I got was, “Surely, we have better data than 30 year old studies?!?”  Here was my reply:

I agree that it would be great to do these studies again.  Given that we have an experiment and a successful replication, it could be an MS or advanced undergrad project to replicate one of those earlier experiments.

For myself, I don’t expect much difference.  As you say, student brains have stayed the same.  While the languages have changed, the basic iterative control structures (for, while, repeat) haven’t changed much in modern languages from what they were in C and even Pascal.  Curriculum may be a factor, and that would be interesting to explore.

Two directions that I think would be great to explore in this space:

(1) The Role of Block-Based Languages: As you say, the previous research found that iterative control structures are syntactically complicated for novices.  But multiple studies have found that block-based iterative structures are much easier for novices than text-based versions.  What if we went recursion->block iteration->text iteration?  Would that scaffold the transition to the more complicated text-based iterative control structures?

(2) The Role of High-Level Functions: I don’t know of any studies exploring high-level functions (like the ones that Kathi Fisler used to beat the Rainfall Problem, or even map/reduce/filter) in the development of understanding of recursion and iterative control structures.  High-level functions have a fixed form, like for/repeat/while, but it’s a simpler, functional form.  Could we teach high-level functions first, to lead into recursion or iterative control structures?  Or maybe even teach recursion or iterative control structures as two different ways of implementing the high-level functions?

In general, there are too many questions to explore and too few people asking these questions with empirical data. We might rely on our teaching experience to inform our answers to these questions, but as Neil Brown showed us (see CACM Blog post this month that talks about this result), higher-education CS teachers are actually way off when it comes to estimating what students find hard.

SIGCSE-Members, please consider asking some of these questions on your campus with your students. There are well-formed questions here that could be answered in a laboratory study that could be encapsulated in a single semester.  The students will get the opportunity to do empirical research with humans, which is a useful skill in many parts of computing.

March 9, 2018 at 7:00 am 10 comments

SIGCSE 2018 Preview: Black Women in CS, Rise Up 4 CS, Community College to University CS, and Gestures for Learning CS

While I’m not going to be at this year’s SIGCSE, we’re going to have a bunch of us there presenting cool stuff.

On Wednesday, Barb Ericson is going to this exciting workshop, CS Education Infrastructure for All: Interoperability for Tools and Data Analytics, organized by Cliff Shaffer, Peter Brusilovsky, Ken Koedinger, and Stephen Edwards. Barb is eager to talk about her adaptive Parsons Problems and our ebook work.

My PhD student, Amber Solomon, is presenting at RESPECT 2018 (see program here) on a paper with Dekita Moon, Amisha Roberts, and Juan Gilbert, Not Just Black and Not Just a Woman: Black Women Belonging in Computing. They talk about how expectations of being Black in CS and expectations as a woman in CS come into conflict for the authors.

On Thursday, Barb is presenting her paper (with Tom McKlin) Helping Underrepresented Students Succeed in AP CSA and Beyond, which are the amazing results from the alumni study from her Project Rise Up effort to help underrepresented students succeed at Advanced Placement CS A. When Barb was deciding on her dissertation topic, she considered making Rise Up her dissertation topic, or adaptive Parsons problems. She decided on the latter, so you might think about this paper as the dissertation final chapter if she had made Rise Up her dissertation focus. Project Rise Up grew from Barb’s interest in AP CS A and her careful, annual analysis of success rates in AP CS A for various demographics (here is her analysis for 2017). It had a strong impact (and was surprisingly inexpensive), as seen in the follow-on statistics and the quotes from the students now years after Rise Up. I recommend going to the talk — she has more than could fit into the paper.

On Friday, my PhD student, Katie Cunningham, is presenting with her colleagues from California State University Monterey Bay and Hartnell College, Upward Mobility for Underrepresented Students: A Model for a Cohort-Based Bachelor’s Degree in Computer Science.  The full author list is Sathya Narayanan, Katie, Sonia Arteaga, William J. Welch, Leslie Maxwell, Zechariah Chawinga, and Bude Su. They’re presenting the “CSin3” program which drew in students from traditionally underrepresented groups and helped them earn CS degrees with remarkable success: A three year graduation rate of 71%, compared to a 22% four-year graduation rate, as well as job offers from selective tech companies. The paper describes the features of the program that made it so successful, like its multi-faceted support outside the classroom, the partnership between a community college and a university, and keeping a cohort model. The paper has been recognized with a SIGCSE 2018 Best Paper Award in the Curricula, Programs, Degrees, and Position Papers track.

On Friday, my colleague Betsy DiSalvo is going to present at the NSF Showcase some of the great work that she and her student, Kayla des Portes, have been doing with Maker Oriented Learning for Undergraduate CS.

On Saturday, my EarSketch colleagues are presenting their paper: Authenticity and Personal Creativity: How EarSketch Affects Student Persistence with Tom McKlin, Brian Magerko, Taneisha Lee, Dana Wanzer, Doug Edwards, and Jason Freeman.

Also on Saturday, Amber with her undergraduate researchers, Vedant Pradeep and Sara Li, are presenting a poster which is also a data collection activity, so I hope that many of you will stop by. Their poster is The Role of Gestures in Learning Computer Science. They are interested in how gesture can help with CS learning and might be an important evaluation tool — students who understand their code, tend to gesture differently when describing their code than students who have less understanding. They want to show attendees what they’ve seen, but more importantly, they want feedback on the gestures they’ve observed “in the wild.” Have you seen these? Have you seen other gestures that might be interesting and useful to Amber and her team? What other kinds of gestures do you use when explaining CS concepts? Please come by and help inform them about the gestures you see when teaching and learning CS.

February 21, 2018 at 7:00 am 3 comments

Will be missing my friends at SIGCSE 2018 — Preparing for What’s Next

I am not going to SIGCSE 2018.  I haven’t missed SIGCSE in a lot of years, and I’m sorry to miss it this year.  SIGCSE is the biggest computing education conference in the world, and it’s the best place to hear what’s going on in CS classes and the United States — and to possibly influence what’s going on.  I’m particularly sorry because I owe Owen Astrachan a beer and dinner.  I lost our bet about Code.org and CSP Curricula.  I have to find another time to pay up.

I’m not going because it’s a time of change for me.  I don’t know for sure what I’m going to be doing next. This post is another in the (perhaps wearisome) series of posts where I explored what a post-full professor should do and my failure CV.

There are two forcing functions for the change:

  • My wife and research partner, Barbara Ericson, is finishing her PhD on adaptive Parsons problems.  She is going to shift her emphasis from being Director of CS Outreach to more research.
  • Our role in ECEP is ending in September.  From “Georgia Computes!” to ECEP, we have been doing work in Broadening Participation in Computing (BPC) for over a dozen years.  We want to move on. Others will carry ECEP further.  I started doing work in BPC as a natural next step from my research on making computing education for a broader audience (e.g., Media Computation).  Different kinds of research and leadership are important for the next steps of BPC Alliance work.

SIGCSE may not be as big a part of my academic life, depending on what comes next for me. I may do more Engineering Education Research in the future.  I may get more involved in preparing future CS teachers. My research directions are changing. I will continue to work towards Computing Education for All, and I’m interested in studying and developing different ways of getting there. The proposals I’m submitting these days are about doing work that looks like Bootstrap. I’d like to do more in applying computing (specifically, programming) as a notation and tool for learning in disciplines other than computer science. Venues other than SIGCSE may be the right places for this kind of work.

It’s going to be a great SIGCSE, and I’m thrilled that my student, Katie Cunningham, is co-author on a paper that will be receiving a Best Paper Award. Sorry I won’t be there to see all my SIGCSE friends this year.

 

February 2, 2018 at 7:00 am 3 comments

Older Posts


Enter your email address to follow this blog and receive notifications of new posts by email.

Join 6,196 other followers

Feeds

Recent Posts

Blog Stats

  • 1,637,510 hits
April 2019
M T W T F S S
« Mar    
1234567
891011121314
15161718192021
22232425262728
2930  

CS Teaching Tips