Posts tagged ‘SIGCSE’
I have written individual blog posts for each paper or other contributions at conferences like ICER or SIGCSE. Then sometimes, like this year, that’s just overwhelming. So please excuse me for talking about a bunch (I may not even get all of it) of Georgia Tech related CS Education work at SIGCSE 2017 this year. (Conference website is here, and program is here. The on-line program is really nice, which is here.)
Workshop 101: GP: A General Purpose Blocks-Based Language
Wednesday 7-10 pm: Room 618-619
I’m helping to organize a workshop with John Maloney, Yoshiki Ohshima, and Jens Mönig on GP. I blogged about GP here, and about the use of GP for Media Computation in a minimal manuals structure here. The workshop will be the first SIGCSE activity with GP. The plan is to move it into a public form next summer, and the team is looking for people who want to start using it for their classes.
Panel: The Role of CS Departments in The US President’s “CS for All” Initiative
Thursday 10:45-12: Room 6E
I was part of an effort at last year’s CRA Conference at Snowbird to get CS departments to participate in President Obama’s “CS for All” initiative (see blog post here). This year, Barbara Ericson, Rick Adrion, and Megean Garvin will tell us about how their CS departments are working to promote CS for All. I’m the moderator.
EarSketch: A STEAM-based Approach for Underrepresented Populations in High School Computer Science Education
Thursday 1:45-3:00: Room 615
Brian Magerko and Jason Freeman will present on EarSketch, which I just blogged about here. They are also presenting on Creativity in Authentic STEAM Education with EarSketch on Friday 1:45-3 in Room 612. And then again Saturday 10-10:45 as a demo, EarSketch, a web-application to teach Computer Science through Music
CS Principle Ebooks for Teachers and Students building on Educational Psychology Principles
Thursday 3-4:30 pm: NSF Showcase in Exhibition Space
BOF: Researching the K–12 Computer Science Framework
Thursday 5:30-6:20 pm: Room 613-614
I’m part of a BOF led by Pat Yongpradit of Code.org with Leigh Ann DeLyser of CSNYC and Kathi Fisler at Brown. The BOF session will allow researchers to discuss opportunities in K-12 CS ed research within five areas related to the implementation and future of the framework:
- Equity and access
- Learning progressions
- Pedagogical content knowledge (Knowledge teachers need to teach CS)
- Facilitating learning in other disciplines
- Policy and implementation within K–12 education systems
Workshop 310: Using and Customizing Open-Source Runestone Ebooks for Computer Science Classes
Friday 7-10 pm: Room 612
Barb, Brad Miller, and Paul Resnick will present on the Runestone platform that we build our ebooks on. Brad built Runestone, and Paul uses and extends it frequently for his Informatics course at U. Michigan. This is the first time that they’re teaching others how to use the platform, which is a great sign of the maturation of Runestone — from researcher and early-adopters into something that all CS educators can use.
Designing and Studying of Maker Oriented Learning to Transform Advanced Computer Science
Saturday 10-11:30, NSF Showcase area in Exhibitions
Zane Cochran, a student of my colleague Betsy DiSalvo, will present some of his work on using maker spaces to improve CS education.
Concepts and Practices: Designing and Developing A Modern K12 CS Framework
Saturday 10:45-12: Room 611
My PhD student, Miranda Parker (who has been working on privilege issues and on the SCS1), and Leigh Ann Delyser (of CSNYC and CS for All fame) will present on the new K-12 CS Framework (see blog post here) and the research support for it.
Workshop 401: Evidence Based Teaching Practices in CS
Saturday 3-6 pm: Room 618-619
Briana Morrison is leading the effort with Cynthia Lee, Leo Porter, Beth Simon, and me to present CS teaching practices for which we have an evidence-base. We’re drawing a lot on our New Faculty Workshops material.
Workshop 404: How to Plan and Run Effective Teacher Professional Development
Saturday 3-6 pm: Room 612
(YES! Dueling workshops!)
Barb is working with Rebecca Dovi and Ria Galanos on how to teach CS teacher professional learning opportunities. Barb is using a lot of the material that she’s developed for “Train the Trainer” sessions as part of ECEP.
My Blog@CACM post for this month is on JES, the Jython Environment for Students, which at 14 years old and over 10,000 downloads, is probably one of the oldest, most used, and (by some definition) most successful pedagogical Python IDE’s.
The SIGCSE Members list recently had a discussion about moving from Python 2 to Python 3. Here’s a description of differences. Some writers asked about MediaComp. With respect to the Media Computation libraries, one wrote:
I’m sad about this one, because we use and like this textbook, but I think it’s time to move to Python 3. Is there a compatible library providing the API used in the text?
Short answer: No. There are no compatible Media Computation libraries for CPython 2 or 3.
We keep trying. The latest attempt to build Media Computation libraries in CPython is here: https://github.com/sportsracer48/mediapy. It doesn’t work on all platforms yet, e.g., I can’t get it to load on MacOS.
We have yet to find a set of libraries in Python that work cross-platform identically for sample-level manipulations of sounds. For example, PyGame’s mixer object doesn’t work exactly the same on all platforms (e.g., sampling rates aren’t handled the same on all platforms, so the same code plays different speed output on different platforms). I can do pixel-level manipulations using PIL. We have not yet tried to find libraries from frame manipulations of video (as individual images). I have just downloaded the relevant libraries for Python 3 and plan to explore in the future, but since we can’t make it work yet in Python 2 (which has more mature libraries), I doubt it will work in Python 3.
I complained about this problem in my blog in 2011 (see post here). The situation is better in other languages, but not yet in Python.
- I have been building Media Computation examples in GP, a blocks-based language (see post here).
- Jeff Gray’s group at U. Alabama has built Blockly-like languages Pixly and Tunely for pixel and sample level manipulations.
- Cynthia Lee at Stanford has been doing Media Computation in her classes in MATLAB and in C++
- The Calico project supports Media Computation in IronPython (based on Python 3) and many other languages, because it builds on .NET/MONO which has good multimedia support.
When we did the 4th edition of our Python Media Computation textbook, I looked into what we’d have to change in the book to move to Python 3. There really wasn’t much. We would have to introduce
There are many, many teaching jobs available in computer science right now. Scarcely a day goes by that there isn’t another ad posted in the SIGCSE Members list — sometimes for many positions at the same department. A great many of these are at Universities, with a clear statement that this is a Teaching track position, not a Tenure track position.
Many of these ads, when posted to SIGCSE Members, contain a paragraph like this (edited and hopefully anonymized):
(Highly-ranked University)’s full-time (without tenure) teaching faculty positions are called (pick one of:) Lecturers with Security of Employment, Professors of the Practice, or Teaching Professors, or Lecturers, or Instructors. These positions typically involve a teaching load of two courses each semester, advising responsibilities, and service (committee work) as well. (Highly-ranked University)’s computer science teaching faculty are NOT treated as second class citizens. We vote at faculty meetings, represent the department on university committees, and are generally well respected inside and outside the department. We currently are seeking more (see ad below).
From time to time, I write the person (almost always a teaching track faculty member) who posted the ad, to follow-up on the “NOT second class citizens” part.
- Do teaching faculty get to serve on the hiring committee for teaching faculty? Usually yes.
- Do teaching faculty get to serve on the hiring committee for tenure-track faculty? Usually not. This question often results in a snort of laughter. Why should teaching professionals be involved in hiring tenure-track faculty? That seemed obvious to me — teaching faculty are hired to be experts in teaching, and tenure-track faculty do teach.
- Do teaching faculty serve on tenure-track promotion and tenure committees? Almost never, despite the fact that tenure track faculty are expected to teach and are supposed to be evaluated (at least in part) on that teaching. Shouldn’t professionals with expertise in teaching have a voice in evaluating teaching of tenure-track faculty?
- Do teaching faculty have a voice/position at the Dean/Chair’s Cabinet/Executive Committee? I know of only one in the US.
Maybe I have been watching too much “Downton Abbey.” The treatment of teaching track faculty by tenure track faculty sounds like the relationship between the landed gentry and the tenant farmers. The University teaches as one of its primary roles, just as the estate survived through farming (and the sales and rent that were generated). The tenure track faculty (landed gentry) leave most of that to the teaching track faculty (tenant farmers). It’s a delegated responsibility, like custodial and lawn management services. The teaching track faculty don’t own the department or programs (land). The tenure track faculty make the decisions about hiring and promoting the teaching track faculty. The teaching track faculty don’t make any of the decisions about tenure track faculty. Of course, the greatest match with the analogy is that tenured faculty can’t be fired — like the landed gentry, they own their positions. Teaching track faculty are rarely tenured. One of the teaching faculty with whom I work has only a six month contract and can be fired with a month’s notice.
It is in our best interests for teaching track to be a profession. Teaching track faculty should be experts in teaching. Members should be expected to join professional organizations like SIGCSE (see previous post about the lack of membership in SIGCSE), to attend and present at organizational meetings, and to improve their practice. They should have a promotion path and evaluation as rigorous as the tenure-track promotion and tenure process. I’m pleased to see these ads, because they suggest national searches for good teaching track faculty — as opposed to hiring (for example) graduate students and post-docs who don’t want to leave their home institution.
A first step towards professionalization of teaching track faculty is to treat them with the same respect as tenure-track faculty. Tenure track faculty are treated as experts in research. Teaching track faculty should be treated as experts in teaching. If both teaching and research are important, then treat the teaching track faculty like the research faculty. There should be a comparable sense of responsibility, power, and ownership.
I wrote my Blog@CACM post this month about the Inverse Lake Wobegon effect (see the post here), a term that I coin in my new book (link to post about book). The Inverse Lake Wobegon effect is where we observe a biased, privileged/elite/superior sample and act as if it is an unbiased, random sample from the overall population. When we assume that undergraduates are like students in high school, we are falling prey to the Inverse Lake Wobegon effect.
Here’s an example from The Chronicle of Higher Education in the quote below. Looking at learning analytics from MOOCs can only tell us about student success and failure of those who sign up for the MOOC. As we have already discussed in this blog (see post here), people who take MOOCs are a biased sample — well-educated and rich. We can’t use MOOCs to learn about learning for those who aren’t there.
“It takes a lot of mystery out of why students succeed and why students fail,” said Robert W. Wagner, executive vice provost and dean at Utah State, and the fan of the spider graphic. “It gives you more information, and when you can put that information into the hands of faculty who are really concerned about students and completion rates and retention, the more you’re able to create better learning and teaching environments.”
A second example: There’s a common thread of research in SIGCSE Symposium and ITICSE that uses survey data from the SIGCSE Members List as a source of information. SIGCSE Members are elite undergraduate computer science teachers. They are teachers who have the resources to participate in SIGCSE and the interest in doing so. I know that at my own institution, only a small percentage (<10%) of our lecturers and instructors participate in SIGCSE. I know that no one at the local community college’s CS department belongs to SIGCSE. My guess is that SIGCSE Members represents less than 30% of undergraduate computer science teachers in the United States, and a much smaller percentage of computer science teachers worldwide. I don’t know if we can assume that SIGCSE Members are necessarily more expert or higher-quality. We do know that they value being part of a professional organization for teaching, so we can assume that SIGCSE Members have an identity as a CS teacher — but that may mean that most CS teachers don’t have an identity as a CS teacher. A survey of SIGCSE Members tell us about an elite sample of undergraduate CS teachers, but not necessarily about CS teachers overall.
I’m an advisor on the EarSketch project, and it’s really cool. Recommended.
Next month, the EarSketch team will be offering a workshop at SIGCSE in Kansas City. This is a great opportunity to learn more about EarSketch, get hands on experience with the curriculum and environment, and learn how to use EarSketch in your classroom. This year’s workshop will also offer advice on integrating EarSketch into Computer Science Principles courses, though the workshop is of relevance to anyone teaching an introductory computing course.
For more information about SIGCSE, visit http://sigcse2015.sigcse.org/index.html
To register for the workshop, please visit https://www.regonline.com/register/login.aspx?eventID=1618015&MethodId=0&EventsessionId=
Please contact Jason Freeman (firstname.lastname@example.org) with any questions.
Workshop #20: Computer Science Principles with EarSketch
Saturday, March 7th, 2015
3 pm – 6 pm
Jason Freeman, Georgia Institute of Technology
Brian Magerko, Georgia Institute of Technology
Regis Verdin, Georgia Institute of Technology
Post to SIGCSE-members, re-posted here with Steve’s permission.
It’s a common lament that CS education is an isolated practice. You teach in your own classroom, a colleague drops by once a year for performance review, and otherwise only your students know what you do.
We know what you’re thinking:
I wish there were a place where CS educators were kept on 24-hour public display (locked securely behind iron bars, of course).
Well, now there is!
Announcing the CS Education Zoo http://webyrd.net/zoo.html, a bi-weekly-very-ish interview series where CS educators (and people with animal-themed last names) Will Byrd and Steve Wolfman interview interesting people involved in CS education (even if they lack animal-themed last names).
So far, we’ve posted six episodes:
+ Mark Guzdial extols the power and potential of live coding (and MUCH more): https://www.youtube.com/watch?v=z1oTtPECHZI
+ David Nolen ponders the impact of a programmer’s first language on their learning (and MUCH more): https://www.youtube.com/watch?v=WxR-AjRZUrQ
+ Becky Bates shares how to craft a large, heterogeneous project course (and MUCH more): https://www.youtube.com/watch?v=8QSOHDo4pVA
+ Jeff Forbes explains why “rapid feedback is better than good feedback” (and MUCH more): https://www.youtube.com/watch?v=mJVoPE7IeaI
+ Rob Simmons discusses the subtleties of teaching formal reasoning about programming in intro courses (and MUCH more): http://www.youtube.com/watch?v=b2xd5Bc_-Os
+ Kim Voll tells us what to tell our students interested in gaming careers (and MUCH more): https://www.youtube.com/watch?v=4JcNHHSPMzE
And in the works: a chat with some of the people behind Hacker School.
P.S. Drop us a line (email@example.com or tweet like the cool kids apparently do to @steve_wolfman and @webyrd) if there’s some person, group, or other amorphous-but-audible entity you think we should invite!
My report on ICER 2014 is at Blog@CACM here. I also participated in the post-ICER Critical Research Review or Work-in-Progress Workshop (both titles have appeared at different times). Colleen Lewis organized it, based on the “functions” peer review that Education graduate students do at Berkeley. It was great, far better than I might have guessed.
I wanted to participate, in order to support and be part of this new kind of activity at ICER. I was expecting maybe a dozen people in a room, where one at a time a person would present for 15-20 minutes and then get feedback for a few minutes. Y’know — a “workshop.” Boy, was I wrong.
Instead, Colleen broke us up into two groups of five. (The small size was critical.) All of us presented some brief paper (couple pages preferred) that everyone read beforehand. Colleen gave each of us a writeup on the desired culture and tone for the event. “Don’t be mean” and “Don’t be defensive” and “Be nice” were some of the common themes in those directions. At the CRR, each of the five went off to a different room/space.
Over the course of five hours (two the first day, three the next), each participant had her or his turn to share their work. Sometimes we saw data (a video, or a bit of interview transcript), that the group was meant to help interpret. Sometimes we saw a student problem or a design problem, and we brainstormed theoretical perspectives that could help to gain leverage on understand the student’s issues or to improve the design.
It wasn’t a presentation, and it wasn’t an audience. It was (to use Colleen’s phrase) “borrowing four smart people’s brains to work on your problem for an hour.” I got a lot out of the feedback on my problem (related to the Constructionism for Adults post from awhile back). It was enormous fun digging into the others’ problems. Ben Shapiro of Tufts, Craig Miller from Depaul, Sara Esper of UCSD, and Kate Sanders from Rhode Island College were my teammates — it really felt more like a team, working together toward joint success than a presentation.
At the end, we evaluated the activity to figure out what worked and what didn’t. It really worked to have an easel for a note-taker (not the presenter/leader) to use to track all the discussion. The notes helped the group figure out where they were at, and were a wonderful artifact for the presenter afterward.
Overall, it was a huge success. I expect that we’ll see many future ICER (and other CER venue) papers coming out of the work we shared in Glasgow. I encourage others to participate in the CRR in future years.