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ORCIDSIGCSE 2014: Atlanta, GA, USA
- J. D. Dougherty, Kris Nagel, Adrienne Decker, Kurt Eiselt:
The 45th ACM Technical Symposium on Computer Science Education, SIGCSE 2014, Atlanta, GA, USA, March 5-8, 2014. ACM 2014, ISBN 978-1-4503-2605-6
Keynote addresses
- Robert M. Panoff:
Computational thinking for all: the power and the peril. 1-2 - Andrea W. Lawrence:
SIGCSE plus you equals leverage. 3-4 - Hadi Partovi:
Transforming US education with computer science. 5-6 - A. J. Bernheim Brush:
Lab of things: a devices research and teaching platform for home and beyond. 7-8
Automated assessment
- Nickolas J. G. Falkner, Rebecca Vivian
, David Piper, Katrina Falkner:
Increasing the effectiveness of automated assessment by increasing marking granularity and feedback units. 9-14 - Stephen H. Edwards, Zalia Shams, Craig Estep:
Adaptively identifying non-terminating code when testing student programs. 15-20 - Matheus Gaudencio, Ayla Dantas, Dalton Dario Serey Guerrero:
Can computers compare student code solutions as well as teachers? 21-26
Gamification
- Alexandru Iosup, Dick H. J. Epema:
An experience report on using gamification in technical higher education. 27-32 - Lassi Haaranen, Petri Ihantola, Lasse Hakulinen, Ari Korhonen:
How (not) to introduce badges to online exercises. 33-38 - Briana B. Morrison, Betsy James DiSalvo:
Khan academy gamifies computer science. 39-44
Software engineering: projects
- Sonal Dekhane, Richard Price:
Course-embedded research in software development courses. 45-48 - Daniel E. Krutz, Samuel A. Malachowsky, Thomas Reichlmayr:
Using a real world project in a software testing course. 49-54 - Claudia Szabo:
Student projects are not throwaways: teaching practical software maintenance in a software engineering course. 55-60
Mathematical perspectives
- Diego Zaccai, Aditi Tagore, Dustin Hoffman, Jason Kirschenbaum, Zakariya Bainazarov, Harvey M. Friedman, Dennis K. Pearl, Bruce W. Weide:
Syrus: providing practice problems in discrete mathematics with instant feedback. 61-66 - Maria Knobelsdorf, Christoph Kreitz, Sebastian Böhne:
Teaching theoretical computer science using a cognitive apprenticeship approach. 67-72 - Jason Gorman, Sebastian Gsell, Chris Mayfield:
Learning relational algebra by snapping blocks. 73-78
Special Session
- Richard A. Brown, Elizabeth Shoop, Joel C. Adams:
Bringing CS2013 recommendations for parallel and distributed computing into your CS curriculum. 79-80
Special session
- Andrew D. McGettrick, Lillian N. Cassel, Melissa Dark, Elizabeth K. Hawthorne, John Impagliazzo:
Toward curricular guidelines for cybersecurity. 81-82 - Jan Cuny, Jeffrey Forbes, Harriet G. Taylor, Valerie Barr, Victor Piotrowski, Jane Prey, Paul Tymann:
Understanding NSF funding. 83-84
Engaging students through artistic expression
- Jason Freeman, Brian Magerko, Tom McKlin, Mike Reilly, Justin Permar, Cameron Summers, Eric Fruchter:
Engaging underrepresented groups in high school introductory computing through computational remixing with EarSketch. 85-90 - Shaundra Bryant Daily, Alison E. Leonard, Sophie Jörg, Sabarish V. Babu, Kara Gundersen:
Dancing alice: exploring embodied pedagogical strategies for learning computational thinking. 91-96 - Ashley Robinson, Manuel A. Pérez-Quiñones:
Underrepresented middle school girls: on the path to computer science through paper prototyping. 97-102
Research: concept inventories & neo-piagetian theory
- Kevin C. Webb, Cynthia Bagier Taylor:
Developing a pre- and post-course concept inventory to gauge operating systems learning. 103-108 - Kuba Karpierz, Steven A. Wolfman:
Misconceptions and concept inventory questions for binary search trees and hash tables. 109-114 - Claudia Szabo, Katrina Falkner:
Neo-piagetian theory as a guide to curriculum analysis. 115-120
Active learning
- Barry L. Kurtz, James B. Fenwick Jr., Rahman Mitchel Tashakkori, Ahmad Esmaili, Stephen R. Tate:
Active learning during lecture using tablets. 121-126 - Helen H. Hu, Tricia D. Shepherd:
Teaching CS 1 with POGIL activities and roles. 127-132 - Michele Van Dyne, Jeffrey Braun:
Effectiveness of a computational thinking (CS0) course on student analytical skills. 133-138
Big data
- Yasin N. Silva, Suzanne W. Dietrich, Jason M. Reed, Lisa M. Tsosie:
Integrating big data into the computing curricula. 139-144 - Paul E. Anderson, James F. Bowring, Renée McCauley, George J. Pothering, Christopher W. Starr:
An undergraduate degree in data science: curriculum and a decade of implementation experience. 145-150 - Philip Sheridan Buffum, Allison G. Martínez-Arocho, Megan Hardy Frankosky, Fernando J. Rodríguez, Eric N. Wiebe, Kristy Elizabeth Boyer:
CS principles goes to middle school: learning how to teach "Big Data". 151-156
Games
- Robert Don Collier, Jalal Kawash:
Lessons learned and recommended strategies for game development components in a computer literacy course. 157-162 - Veronica Cateté, Kathleen Wassell, Tiffany Barnes:
Use and development of entertainment technologies in after school STEM program. 163-168 - Jiangjiang Liu, Cheng-Hsien Lin, Joshua Wilson, David Hemmenway, Ethan Philip Hasson, Zebulun David Barnett, Yingbo Xu:
Making games a "snap" with Stencyl: a summer computing workshop for K-12 teachers. 169-174
Panel session
- Mehran Sahami, Steve Roach, Ernesto Cuadros-Vargas, Elizabeth K. Hawthorne, Amruth Kumar, Richard LeBlanc, David Reed, Remzi Seker:
ACM/IEEE-CS computer science curricula 2013: implementing the final report. 175-176
Special session
- Owen L. Astrachan, Rebecca Brook Osborne, Irene A. Lee, Bradley Beth, Jeff Gray:
Diverse learners, diverse courses, diverse projects: learning from challenges in new directions. 177-178 - Joseph E. Hollingsworth, Murali Sitaraman:
Special session: engaging mathematical reasoning exercises. 179-180
Focus on K-12: growing the profession and professional development
- Orit Hazzan, Noa Ragonis:
STEM teaching as an additional profession for scientists and engineers: the case of computer science education. 181-186 - Scott Bell, Tim Frey, Eugene Y. Vasserman:
Spreading the word: introducing pre-service teachers to programming in the K12 classroom. 187-192 - Rahman Mitchel Tashakkori, Robert Mitchell Parry, Adam Benoit, Rebecca A. Cooper, Jessica L. Jenkins, Nicholas T. Westveer:
Research experience for teachers: data analysis & mining, visualization, and image processing. 193-198
Design: courses and curricula
- Fredrik Heintz, Inger Erlander Klein:
The design of Sweden's first 5-year computer science and software engineering program. 199-204 - Guangzhi Zheng, Chi Zhang, Lei Li:
Bringing business intelligence to healthcare informatics curriculum: a preliminary investigation. 205-210 - Jason O. Hallstrom, Cathy Hochrine, Jacob Sorber, Murali Sitaraman:
An ACM 2013 exemplar course integrating fundamentals, languages, and software engineering. 211-216
Collecting and analyzing student data I
- Barbara Ericson, Mark Guzdial:
Measuring demographics and performance in computer science education at a nationwide scale using AP CS data. 217-222 - Neil Christopher Charles Brown, Michael Kölling, Davin McCall, Ian Utting:
Blackbox: a large scale repository of novice programmers' activity. 223-228 - Kenny Heinonen, Kasper Hirvikoski, Matti Luukkainen, Arto Vihavainen:
Using CodeBrowser to seek differences between novice programmers. 229-234
Tactile computing
- Raghuraman Balasubramanian, Zachary York, Matthew Doran, Aritra Biswas, Timur Girgin, Karthikeyan Sankaralingam:
Hands-on introduction to computer science at the freshman level. 235-240 - Yasmin B. Kafai, Kristin A. Searle, Cristóbal Martinez, Bryan M. J. Brayboy:
Ethnocomputing with electronic textiles: culturally responsive open design to broaden participation in computing in American indian youth and communities. 241-246 - Shaun K. Kane, Jeffrey P. Bigham:
Tracking @stemxcomet: teaching programming to blind students via 3D printing, crisis management, and twitter. 247-252
Projects and capstone courses
- Maria Vasilevskaya, David Broman, Kristian Sandahl:
An assessment model for large project courses. 253-258 - Christopher Brown, Robert Pastel, Marika Seigel, Charles Wallace, Linda M. Ott:
Adding unit test experience to a usability centered project course. 259-264 - Aaron Bloomfield, Mark Sherriff, Kara Williams:
A service learning practicum capstone. 265-270
Panel session
- Richard E. Ladner, Jillian Hall, Samir Jain, CeAhna Lathon, Vincent Martin:
Panel of computing students with disabilities. 271-272 - Daniel D. Garcia, Jennifer Campbell, Rebecca Dovi, Cay S. Horstmann:
Rediscovering the passion, beauty, joy, and awe: making computing fun again, part 7. 273-274
Special session
- Scott Grissom, Christopher D. Hundhausen, Phillip T. Conrad:
Alternatives to lecture: experience peer instruction and pedagogical code reviews. 275-276
CS2
- Joel C. Adams:
Injecting parallel computing into CS2. 277-282 - Ivona Bezáková, James E. Heliotis, Sean Strout:
On the efficacy of board game strategy development as a first-year CS project. 283-288 - Austin Cory Bart, Eli Tilevich, T. Simin Hall, Tony Allevato, Clifford A. Shaffer:
Transforming introductory computer science projects via real-time web data. 289-294
Assessment and evaluation
- Leo Porter, Daniel Zingaro:
Importance of early performance in CS1: two conflicting assessment stories. 295-300 - Don Blaheta:
Reinventing homework as cooperative, formative assessment. 301-306 - Jennifer Campbell, Diane Horton, Michelle Craig, Paul Gries:
Evaluating an inverted CS1. 307-312
Classroom management
- Andy Sayler, Dirk Grunwald, John Black, Elizabeth White, Matthew Monaco:
Supporting CS education via virtualization and packages: tools for successfully accommodating "bring-your-own-device" at scale. 313-318 - Lecia Jane Barker, Melissa O'Neill, Nida Kazim:
Framing classroom climate for student learning and retention in computer science. 319-324 - Don G. Davis, Timothy T. Yuen, Matthew Berland:
Multiple case study of nerd identity in a CS1 class. 325-330
Focus on K-12: middle school
- Caitlin Hulsey, Toni Bloodworth Pence, Larry F. Hodges:
Camp CyberGirls: using a virtual world to introduce computing concepts to middle school girls. 331-336 - Elizabeth Schofield, Michael Erlinger, Zachary Dodds:
MyCS: CS for middle-years students and their teachers. 337-342 - Shuchi Grover, Roy Pea, Stephen Cooper:
Remedying misperceptions of computer science among middle school students. 343-348
Soft skills: industry perspectives
- Mark E. Hoffman, Paul V. Anderson, Magnus Gustafsson:
Workplace scenarios to integrate communication skills and content: a case study. 349-354 - Marisa E. Exter:
Comparing educational experiences and on-the-job needs of educational software designers. 355-360 - Mark Zarb, Janet M. Hughes, John Richards:
Evaluating industry-inspired pair programming communication guidelines with undergraduate students. 361-366
Panel session
- David Reed, Andrea Danyluk, Elizabeth K. Hawthorne, Mehran Sahami, Henry M. Walker:
Experiences mapping and revising curricula with CS2013. 367-368 - Erin Mindell, Karen Brennan, Gwendolyn Britton, Jennifer S. Kay, Jennifer Rosato:
CS professional development MOOCs. 369-370 - Annemieke Craig, Catherine Lang, Michail N. Giannakos, Carsten Kleiner, Judith Gal-Ezer:
Looking outside: what can be learnt from computing education around the world? 371-372
Peer instruction
- Daniel Zingaro:
Peer instruction contributes to self-efficacy in CS1. 373-378 - Christine Alvarado, Cynthia Bailey Lee, Gary Gillespie:
New CS1 pedagogies and curriculum, the same success factors? 379-384 - Zhen Li, Eileen T. Kraemer:
Social effects of pair programming mitigate impact of bounded rationality. 385-390
Software engineering: courses
- Andrés Neyem, José I. Benedetto, Andres F. Chacon:
Improving software engineering education through an empirical approach: lessons learned from capstone teaching experiences. 391-396 - Thérèse Mary Smith, Robert McCartney, Swapna S. Gokhale, Lisa C. Kaczmarczyk:
Selecting open source software projects to teach software engineering. 397-402 - Claudia Szabo:
Evaluating GameDevTycoon for teaching software engineering. 403-408
Web-based instruction
- Radu Paul Mihail, Beth Rubin, Judy Goldsmith:
Online discussions: improving education in CS? 409-414 - Luca de Alfaro, Michael Shavlovsky:
CrowdGrader: a tool for crowdsourcing the evaluation of homework assignments. 415-420 - John DeNero, Stephen Martinis:
Teaching composition quality at scale: human judgment in the age of autograders. 421-426
Recruitment and retention of underrepresented groups
- An-I Andy Wang, Gary S. Tyson, David B. Whalley, Robert van Engelen, Zhenghao Zhang:
A journey toward obtaining our first NSF S-STEM (scholarship) grant. 427-432 - Tia Newhall, Lisa Meeden, Andrew Danner, Ameet Soni, Frances Ruiz, Richard Wicentowski:
A support program for introductory CS courses that improves student performance and retains students from underrepresented groups. 433-438 - Barbara Ericson, Shelly Engelman, Tom McKlin, Ja'Quan Taylor:
Project rise up 4 CS: increasing the number of black students who pass advanced placement CS A. 439-444
Interdisciplinary courses and curricula
- Lori Carter:
Interdisciplinary computing classes: worth the effort. 445-450 - Bill Z. Manaris, Renée McCauley, Marian Mazzone, William H. Bares:
Computing in the arts: a model curriculum. 451-456 - Debra S. Goldberg, Elizabeth K. White:
E pluribus, plurima: the synergy of interdisciplinary class groups. 457-462
Panel session
- Daniel D. Garcia, Baker Franke, Stephanie Hoeppner, Josh Paley:
Teaching tips we wish they'd told us before we started: high school edition. 463-464
Special session
- Ruth E. Anderson, Michael D. Ernst, Robert Ordóñez, Paul Pham, Steven A. Wolfman:
Introductory programming meets the real world: using real problems and data in CS1. 465-466
Panel session
- Helen H. Hu, Matthew A. Lang, Clif Kussmaul, Chris Mayfield, Tammy Pirmann:
Guided inquiry learning in context: perspectives on POGIL in CS. 467-468
Research: predictors, creative thinking, co-linking courses
- Christopher Watson, Frederick W. B. Li, Jamie L. Godwin:
No tests required: comparing traditional and dynamic predictors of programming success. 469-474 - Lee Dee Miller, Leen-Kiat Soh, Vlad Chiriacescu, Elizabeth Ingraham, Duane F. Shell, Melissa Patterson Hazley:
Integrating computational and creative thinking to improve learning and performance in CS1. 475-480 - Yolanda Reimer, Michael Cassens:
Perspectives on co-linking design and development courses in CS. 481-486
Focus on K-12: informal education, curriculum, and robots
- Betsy James DiSalvo, Cecili Reid, Parisa Khanipour Roshan:
They can't find us: the search for informal CS education. 487-492 - Joanna Goode, Jane Margolis, Gail Chapman:
Curriculum is not enough: the educational theory and research foundation of the exploring computer science professional development model. 493-498 - Jennifer S. Kay, Janet G. Moss, Shelly Engelman, Tom McKlin:
Sneaking in through the back door: introducing k-12 teachers to robot programming. 499-504
Focus on K-12: before middle school
- Osvaldo Luiz De Oliveira, Maria C. Nicoletti, Luís Mariano del Val Cura:
Quantitative correlation between ability to compute and student performance in a primary school. 505-510 - Hilary A. Dwyer, Charlotte Hill, Stacey Carpenter, Danielle Harlow, Diana Franklin:
Identifying elementary students' pre-instructional ability to develop algorithms and step-by-step instructions. 511-516 - Neil Smith, Clare Sutcliffe, Linda Sandvik:
Code club: bringing programming to UK primary schools through scratch. 517-522
Security among the cloud
- Justin Cappos, Richard S. Weiss:
Teaching the security mindset with reference monitors. 523-528 - Khaled Salah:
Harnessing the cloud for teaching cybersecurity. 529-534 - Yanyan Zhuang, Chris Matthews, Stephen Tredger, Steven R. Ness, Jesse Short-Gershman, Li Ji, Niko Rebenich, Andrew French, Josh Erickson, Kyliah Clarkson, Yvonne Coady, Rick McGeer:
Taking a walk on the wild side: teaching cloud computing on distributed research testbeds. 535-540
Panel session
- Leisa D. Thompson, Crystal Eney, Ruth Davis, Tiffany Grady:
Recruit and retain women in undergraduate computing: success stories using research-based practices. 541-542 - Jan Cuny, Diane A. Baxter, Daniel D. Garcia, Jeff Gray, Ralph A. Morelli:
CS principles professional development: only 9, 500 to go! 543-544 - Paul Medlock-Walton, Kyle J. Harms, Eileen T. Kraemer, Karen Brennan, Daniel Wendel:
Blocks-based programming languages: simplifying programming for different audiences with different goals. 545-546 - Richard A. Brown, Joel C. Adams, Clayton Ferner, Elizabeth Shoop, Anthony Barry Wilkinson:
Teaching parallel design patterns to undergraduates in computer science. 547-548
Operating systems and programming languages
- Christoffer Dall, Jason Nieh:
Teaching operating systems using code review. 549-554 - Christopher Corsi, Robert Geist, Dennis Lingerfelt:
A virtual graphics card for teaching device driver design. 555-560 - Timothy V. Fossum:
PLCC: a programming language compiler compiler. 561-566
Soft skills: academic perspectives
- Orit Hazzan, Gadi Har-Shai:
Teaching and learning computer science soft skills using soft skills: the students' perspective. 567-572 - Daniela Inclezan, Luis Pradanos:
Promoting ecoliteracy in an introductory database systems course: activities for the first week. 573-578 - Janet E. Burge, Gerald C. Gannod, Mike Carter, Alanna Howard, Brian Schultz, Mladen A. Vouk, David Wright, Paul V. Anderson:
Developing CS/SE students' communication abilities through a program-wide framework. 579-584
What we say, what they do
- Joseph P. Sanford, Aaron Tietz, Saad Farooq, Samuel Z. Guyer, R. Benjamin Shapiro:
Metaphors we teach by. 585-590 - Malcolm Corney, Sue Fitzgerald, Brian Hanks, Raymond Lister, Renée A. McCauley, Laurie Murphy:
'explain in plain english' questions revisited: data structures problems. 591-596 - Kevin Buffardi, Stephen H. Edwards:
A formative study of influences on student testing behaviors. 597-602
Extending frameworks
- James R. Miller:
Using a software framework to enhance online teaching of shader-based OpenGL. 603-608