Stephan Krusche, A. Seitz, Nadine von Frankenberg, B. Brügge
Learning to apply computer science requires practical experience and cannot only be taught in theory. Interactive learning is a new approach: educators teach small chunks of content in short cycles of theory, example, exercise, solution and feedback. It is based on active, computer-based and experiential learning and focuses on immediate feedback to improve the learning experience. It allows students to reflect about the content incrementally. It includes hands-on activities, guidance by the instructor and increases students' motivation and engagement. This workshop describes experiences of multiple interactive learning courses for large classes, including exercises for (1) multiple choice quizzes, (2) interactive tutorials, (3) interactive programming exercises, (4) interactive modeling, and (5) team activities. Based on our experience, we present multiple case studies and concrete examples of interactive exercises. While the assessment of many exercises can be (semi-)automated, teaching assistants in the classroom manually assess other exercises. We show how educators can integrate these exercises into large classes without significantly increasing their effort. Participants should bring a laptop to this workshop.
{"title":"How to Integrate Interactive Learning into Large Classes (Abstract Only)","authors":"Stephan Krusche, A. Seitz, Nadine von Frankenberg, B. Brügge","doi":"10.1145/3017680.3017843","DOIUrl":"https://doi.org/10.1145/3017680.3017843","url":null,"abstract":"Learning to apply computer science requires practical experience and cannot only be taught in theory. Interactive learning is a new approach: educators teach small chunks of content in short cycles of theory, example, exercise, solution and feedback. It is based on active, computer-based and experiential learning and focuses on immediate feedback to improve the learning experience. It allows students to reflect about the content incrementally. It includes hands-on activities, guidance by the instructor and increases students' motivation and engagement. This workshop describes experiences of multiple interactive learning courses for large classes, including exercises for (1) multiple choice quizzes, (2) interactive tutorials, (3) interactive programming exercises, (4) interactive modeling, and (5) team activities. Based on our experience, we present multiple case studies and concrete examples of interactive exercises. While the assessment of many exercises can be (semi-)automated, teaching assistants in the classroom manually assess other exercises. We show how educators can integrate these exercises into large classes without significantly increasing their effort. Participants should bring a laptop to this workshop.","PeriodicalId":344382,"journal":{"name":"Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education","volume":"53 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134085745","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
POGIL (Process Oriented Guided Inquiry Learning) is a flipped classroom, problem-based learning technique for teaching students content through carefully designed questions that they work through in teams with well-defined roles. This technique enables students to retain content while also learning process skills such as communication and teamwork. Developing POGIL activities and facilitating them takes practice and experience. Few, if any, current faculty have been taught using POGIL activities and so have less experience to bring to their development and especially to their incorporation into the classroom. The skills and preparation for delivering an effective POGIL class are very different than faculty have seen in action. The 5 practices: Anticipating, Monitoring, Selecting, Sequencing, and Connecting can be used to better understand how to prepare for and facilitate POGIL activities. While the POGIL organization (pogil.org) has many training sessions, including facilitator training available, most computer science materials still do not incorporate facilitator information that goes beyond the answers to the questions and suggested timing for sections of activities. A brief example of an activity prepared using the 5 practices will be shared to illustrate the potential along with anecdotes and tips for transitioning from traditional lecture to POGIL activities in the classroom.
{"title":"Using the 5 Practices to Improve Facilitation of POGIL Activities (Abstract Only)","authors":"D. Weikle","doi":"10.1145/3017680.3022390","DOIUrl":"https://doi.org/10.1145/3017680.3022390","url":null,"abstract":"POGIL (Process Oriented Guided Inquiry Learning) is a flipped classroom, problem-based learning technique for teaching students content through carefully designed questions that they work through in teams with well-defined roles. This technique enables students to retain content while also learning process skills such as communication and teamwork. Developing POGIL activities and facilitating them takes practice and experience. Few, if any, current faculty have been taught using POGIL activities and so have less experience to bring to their development and especially to their incorporation into the classroom. The skills and preparation for delivering an effective POGIL class are very different than faculty have seen in action. The 5 practices: Anticipating, Monitoring, Selecting, Sequencing, and Connecting can be used to better understand how to prepare for and facilitate POGIL activities. While the POGIL organization (pogil.org) has many training sessions, including facilitator training available, most computer science materials still do not incorporate facilitator information that goes beyond the answers to the questions and suggested timing for sections of activities. A brief example of an activity prepared using the 5 practices will be shared to illustrate the potential along with anecdotes and tips for transitioning from traditional lecture to POGIL activities in the classroom.","PeriodicalId":344382,"journal":{"name":"Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134119059","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This lightning talk will focus on our experience of developing and managing large undergraduate and graduate Big Data courses. The demand for trained professionals in the field of Big Data technologies is huge, and there is urgent need to develop and update courses in this area. One of the biggest hurdles for many schools is establishment, maintenance, and constant update of high performance computing infrastructure. Further, the technology landscape for Big Data is constantly evolving, and newer technologies, such as Apache Spark, require significant expenditure to set up and upgrade at the cluster level. Traditional infrastructure at most higher educational institutions is insufficient for this, and is also not able to scale up to meet the expectations of large class sizes and multiple simultaneous sessions. In this lightening talk, we will share our experience of running large undergraduate and graduate Big Data courses using open source infrastructure. Some of this infrastructure is cloud based, while others require students to create virtualized environment on their personal computers. Both types of resources are freely available, easy to setup, and provide students with enough computational power to run most academic tasks and projects. We will provide specific examples of using such technologies for common tasks, such as setting up a distributed file system, running MapReduce algorithms on large datasets, performing large scale machine learning and graph mining using Apache Spark, and maintaining a high availability Cassandra instance.
{"title":"Developing Big Data Curriculum with Open Source Infrastructure (Abstract Only)","authors":"Anurag Nagar","doi":"10.1145/3017680.3022386","DOIUrl":"https://doi.org/10.1145/3017680.3022386","url":null,"abstract":"This lightning talk will focus on our experience of developing and managing large undergraduate and graduate Big Data courses. The demand for trained professionals in the field of Big Data technologies is huge, and there is urgent need to develop and update courses in this area. One of the biggest hurdles for many schools is establishment, maintenance, and constant update of high performance computing infrastructure. Further, the technology landscape for Big Data is constantly evolving, and newer technologies, such as Apache Spark, require significant expenditure to set up and upgrade at the cluster level. Traditional infrastructure at most higher educational institutions is insufficient for this, and is also not able to scale up to meet the expectations of large class sizes and multiple simultaneous sessions. In this lightening talk, we will share our experience of running large undergraduate and graduate Big Data courses using open source infrastructure. Some of this infrastructure is cloud based, while others require students to create virtualized environment on their personal computers. Both types of resources are freely available, easy to setup, and provide students with enough computational power to run most academic tasks and projects. We will provide specific examples of using such technologies for common tasks, such as setting up a distributed file system, running MapReduce algorithms on large datasets, performing large scale machine learning and graph mining using Apache Spark, and maintaining a high availability Cassandra instance.","PeriodicalId":344382,"journal":{"name":"Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134157025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
To reach President Obama's vision of computer science for all, we will need to prepare many more secondary teachers to teach computer science. In 2015, less than 3,000 schools passed the College Board's audit to offer the Advanced Placement (AP) Computer Science (CS) A course, while close to 12,000 schools passed the audit to offer Calculus AB. The presenters have led teacher professional development workshops for many years and will share their knowledge and materials to help others offer effective teacher professional development. In particular they will cover how to plan a workshop, how to find funding, how to prepare materials for secondary teachers, what materials are available for teacher professional development, how to teach pedagogical content knowledge (how to teach computer science), and how to increase diversity in computer science classrooms. The presenters have free materials for the new Advanced Placement Computer Science Principles (CSP) course as well as the Advanced Placement Computer Science A course. These materials include free interactive ebooks for both CSP teachers and students to help them learn programming and a free interactive ebook for the AP CS A course. Participants will be encouraged to share their materials and strategies as well. Laptop Required.
{"title":"How to Plan and Run Effective Teacher Professional Development (Abstract Only)","authors":"Barbara Ericson, Rebecca Dovi, Ria Galanos","doi":"10.1145/3017680.3017824","DOIUrl":"https://doi.org/10.1145/3017680.3017824","url":null,"abstract":"To reach President Obama's vision of computer science for all, we will need to prepare many more secondary teachers to teach computer science. In 2015, less than 3,000 schools passed the College Board's audit to offer the Advanced Placement (AP) Computer Science (CS) A course, while close to 12,000 schools passed the audit to offer Calculus AB. The presenters have led teacher professional development workshops for many years and will share their knowledge and materials to help others offer effective teacher professional development. In particular they will cover how to plan a workshop, how to find funding, how to prepare materials for secondary teachers, what materials are available for teacher professional development, how to teach pedagogical content knowledge (how to teach computer science), and how to increase diversity in computer science classrooms. The presenters have free materials for the new Advanced Placement Computer Science Principles (CSP) course as well as the Advanced Placement Computer Science A course. These materials include free interactive ebooks for both CSP teachers and students to help them learn programming and a free interactive ebook for the AP CS A course. Participants will be encouraged to share their materials and strategies as well. Laptop Required.","PeriodicalId":344382,"journal":{"name":"Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134294745","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jennifer Sabourin, Lucy Kosturko, Scott W. McQuiggan
Many feel K-12 computer science requires a large tech budget, a classroom full of laptops, tablets or robots, and an experienced tech teacher. This belief is not unfounded as the majority of online computer science teaching materials require modern technology and Internet connectivity, making these tools inaccessible to the low-tech classroom. As a solution, we developed SAS® CodeSnaps, a free tool that provides an engaging coding experience with minimal technology. One iPad and one robot (www.sphero.com) are all that is needed for every student in a classroom to code. With CodeSnaps, students program together using printable coding blocks. When their program is ready, they "snap" a picture using the CodeSnaps app which digitizes their code and executes it on a robot, allowing students to see their program execute in the real world. In this poster we present lesson plans for both a single engagement with students as well as week-long introduction to CS fundamentals centered around the CodeSnaps app. We also discuss results from two pilot studies designed to measure student engagement during these lessons.
{"title":"Coding for All: Computer Science Outreach for All Ages and Budgets (Abstract Only)","authors":"Jennifer Sabourin, Lucy Kosturko, Scott W. McQuiggan","doi":"10.1145/3017680.3022410","DOIUrl":"https://doi.org/10.1145/3017680.3022410","url":null,"abstract":"Many feel K-12 computer science requires a large tech budget, a classroom full of laptops, tablets or robots, and an experienced tech teacher. This belief is not unfounded as the majority of online computer science teaching materials require modern technology and Internet connectivity, making these tools inaccessible to the low-tech classroom. As a solution, we developed SAS® CodeSnaps, a free tool that provides an engaging coding experience with minimal technology. One iPad and one robot (www.sphero.com) are all that is needed for every student in a classroom to code. With CodeSnaps, students program together using printable coding blocks. When their program is ready, they \"snap\" a picture using the CodeSnaps app which digitizes their code and executes it on a robot, allowing students to see their program execute in the real world. In this poster we present lesson plans for both a single engagement with students as well as week-long introduction to CS fundamentals centered around the CodeSnaps app. We also discuss results from two pilot studies designed to measure student engagement during these lessons.","PeriodicalId":344382,"journal":{"name":"Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134389855","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Covert channels are unique methods for exchanging messages, since they permit sending information secretly. Unlike encryption, covert communication allows to send information covertly, using an otherwise legitimate medium of transfer, thus it is not apparent that a message is being transferred at all. There is limited research on Covert Timing Channels (CTCs), i.e., channels that manipulate packet inter-arrival time to exchange messages based on a certain encoding. Implementing and testing CTCs in real network environments is lacking in the current literature due to sensitivity to network delays that significantly affects this type of communication. Thus, it is important to implement CTC communication to analyze the challenges of creating robust, efficient, and undetectable channels in real life situations. It is also paramount to test these implementations in a wide range of realistic network conditions. In this research, we have developed and tested two implementations of CTCs. The first implementation is based on [1] using standard bits encoding and ASCII for simplicity and robustness. This implementation suffers from easy detection. On the other hand, we developed the second implementation with goal to make the channel undetectable by using encoding with five different delays, i.e., symbols, where five symbols in a specific order correspond to one letter of the alphabet. This implementation has sufficient randomness to be undetected with standard statistical mechanisms. We have tested both implementations on local networks, the Global Environment for Network Innovations (GENI) controlled environment, networks across states in the US, and internationally.
{"title":"Time Lord: Covert Timing Channel Implementation and Realistic Experimentation","authors":"E. J. Castillo, X. Mountrouidou, Xiangyang Li","doi":"10.1145/3017680.3022463","DOIUrl":"https://doi.org/10.1145/3017680.3022463","url":null,"abstract":"Covert channels are unique methods for exchanging messages, since they permit sending information secretly. Unlike encryption, covert communication allows to send information covertly, using an otherwise legitimate medium of transfer, thus it is not apparent that a message is being transferred at all. There is limited research on Covert Timing Channels (CTCs), i.e., channels that manipulate packet inter-arrival time to exchange messages based on a certain encoding. Implementing and testing CTCs in real network environments is lacking in the current literature due to sensitivity to network delays that significantly affects this type of communication. Thus, it is important to implement CTC communication to analyze the challenges of creating robust, efficient, and undetectable channels in real life situations. It is also paramount to test these implementations in a wide range of realistic network conditions. In this research, we have developed and tested two implementations of CTCs. The first implementation is based on [1] using standard bits encoding and ASCII for simplicity and robustness. This implementation suffers from easy detection. On the other hand, we developed the second implementation with goal to make the channel undetectable by using encoding with five different delays, i.e., symbols, where five symbols in a specific order correspond to one letter of the alphabet. This implementation has sufficient randomness to be undetected with standard statistical mechanisms. We have tested both implementations on local networks, the Global Environment for Network Innovations (GENI) controlled environment, networks across states in the US, and internationally.","PeriodicalId":344382,"journal":{"name":"Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131750867","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper presents results of a large-scale survey of students' experiences in CS classes at two institutions: a small liberal arts college and a large research-focused university. Our work provides a fine-grained view of students' feelings and behaviors in CS classes, from introductory through to upper division courses. We find significant differences between the reported behaviors and feelings of female students compared to male students: female students are less comfortable asking questions in class and interacting with their instructor, and come out of a class with lower confidence in their ability to tutor for the class, despite the fact that they perform just as well as male students. Furthermore, we find some of these differences are consistent or increase across course levels, and could potentially affect students' post-college trajectories. Focusing attention on the student experience in more advanced classes may impact gender differences seen in the transition to the CS workforce.
{"title":"Gender Differences in Students' Behaviors in CS Classes throughout the CS Major","authors":"Christine Alvarado, Yingjun Cao, Mia Minnes","doi":"10.1145/3017680.3017771","DOIUrl":"https://doi.org/10.1145/3017680.3017771","url":null,"abstract":"This paper presents results of a large-scale survey of students' experiences in CS classes at two institutions: a small liberal arts college and a large research-focused university. Our work provides a fine-grained view of students' feelings and behaviors in CS classes, from introductory through to upper division courses. We find significant differences between the reported behaviors and feelings of female students compared to male students: female students are less comfortable asking questions in class and interacting with their instructor, and come out of a class with lower confidence in their ability to tutor for the class, despite the fact that they perform just as well as male students. Furthermore, we find some of these differences are consistent or increase across course levels, and could potentially affect students' post-college trajectories. Focusing attention on the student experience in more advanced classes may impact gender differences seen in the transition to the CS workforce.","PeriodicalId":344382,"journal":{"name":"Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education","volume":"280 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130800913","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Computer Science instructors have been exploiting learning technology such as Algorithm Visualization (AV) for last few years to explain hard-to-understand algorithms to the learners through simulations and animations. In this work, we explore an active and highly engaging approach, namely, the construction of visualizations of the algorithms under study. Our approach is further augmented with automated assessment of students' in-class construction activities, which they execute as apps in their mobile devices. In this paper, we utilize case study, a step-by-step visualization of a construction exercise app, to explain how technology is leveraged to provide a richer way for learners to interact with a problem, and how instructor can acquire real-time evidence of learners' comprehension of covered lecture material. Our experimental evaluation shows the educational benefits of the proposed approach in terms of enhanced student learning, reduced drop-out rate and increased student satisfaction.
{"title":"Creating Engaging Exercises With Mobile Response System (MRS)","authors":"D. Deb, M. Fuad, Mallek Kanan","doi":"10.1145/3017680.3017793","DOIUrl":"https://doi.org/10.1145/3017680.3017793","url":null,"abstract":"Computer Science instructors have been exploiting learning technology such as Algorithm Visualization (AV) for last few years to explain hard-to-understand algorithms to the learners through simulations and animations. In this work, we explore an active and highly engaging approach, namely, the construction of visualizations of the algorithms under study. Our approach is further augmented with automated assessment of students' in-class construction activities, which they execute as apps in their mobile devices. In this paper, we utilize case study, a step-by-step visualization of a construction exercise app, to explain how technology is leveraged to provide a richer way for learners to interact with a problem, and how instructor can acquire real-time evidence of learners' comprehension of covered lecture material. Our experimental evaluation shows the educational benefits of the proposed approach in terms of enhanced student learning, reduced drop-out rate and increased student satisfaction.","PeriodicalId":344382,"journal":{"name":"Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130735314","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
With the recent launch of AP CS Principles in 2016-17, many efforts are currently underway to share curriculum resources and prepare new teachers. The community has primarily focused on high school implementations, which have different situational factors than university courses (e.g., amount of class time). In this poster, we present the design of a survey course that aligns with CS Principles and also continues the long tradition of breadth-first introductions to computer science at the college level. We describe the instructional strategies, assessments, and curriculum details, providing a model for how to modify existing CS0 courses. We also outline twelve lab activities that support the computational thinking practices and learning objectives of the AP curriculum framework. All instructional materials including activities, labs, performance tasks, and rubrics are freely available on the course website: https://w3.cs.jmu.edu/cs101. Quizzes, solutions, and other materials are also available to instructors upon request. The course has run successfully for the past four years at two universities and three high schools via dual enrollment. Initial results suggest that the curriculum has a positive impact on student confidence levels and attitudes toward computer science.
{"title":"Implementing CS Principles as a Breadth-First Survey Course (Abstract Only)","authors":"Chris Mayfield","doi":"10.1145/3017680.3022411","DOIUrl":"https://doi.org/10.1145/3017680.3022411","url":null,"abstract":"With the recent launch of AP CS Principles in 2016-17, many efforts are currently underway to share curriculum resources and prepare new teachers. The community has primarily focused on high school implementations, which have different situational factors than university courses (e.g., amount of class time). In this poster, we present the design of a survey course that aligns with CS Principles and also continues the long tradition of breadth-first introductions to computer science at the college level. We describe the instructional strategies, assessments, and curriculum details, providing a model for how to modify existing CS0 courses. We also outline twelve lab activities that support the computational thinking practices and learning objectives of the AP curriculum framework. All instructional materials including activities, labs, performance tasks, and rubrics are freely available on the course website: https://w3.cs.jmu.edu/cs101. Quizzes, solutions, and other materials are also available to instructors upon request. The course has run successfully for the past four years at two universities and three high schools via dual enrollment. Initial results suggest that the curriculum has a positive impact on student confidence levels and attitudes toward computer science.","PeriodicalId":344382,"journal":{"name":"Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131038019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Service learning offers students of computer science an experiential opportunity to hone not only their technical skills of design and programming, but also the soft skills of teamwork, communication, and social/ethical behavior. With hard work and effective mentoring from faculty, the output of student work can also benefit community partners, assuming there is proper infrastructure in place to provide long-term project management and technical support. This Birds of a Feather session provides a discussion platform to share lessons learned and best practices related to establishing a sustainable service-learning program within an undergraduate computer-science curriculum, with a particular focus on balancing benefits to students and community partners with organizational overhead.
{"title":"Sustainable Methods for Impactful Service Learning in Computer Science (Abstract Only)","authors":"Nate Derbinsky, Durga Suresh","doi":"10.1145/3017680.3022346","DOIUrl":"https://doi.org/10.1145/3017680.3022346","url":null,"abstract":"Service learning offers students of computer science an experiential opportunity to hone not only their technical skills of design and programming, but also the soft skills of teamwork, communication, and social/ethical behavior. With hard work and effective mentoring from faculty, the output of student work can also benefit community partners, assuming there is proper infrastructure in place to provide long-term project management and technical support. This Birds of a Feather session provides a discussion platform to share lessons learned and best practices related to establishing a sustainable service-learning program within an undergraduate computer-science curriculum, with a particular focus on balancing benefits to students and community partners with organizational overhead.","PeriodicalId":344382,"journal":{"name":"Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education","volume":"219 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133063636","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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