SIGCSE 2012 | February 29 - March 3, 2012 | Raleigh, North Carolina, USA

Birds-of-a-Feather Session

Thursday   5:10 PM - 6:00 PM (room: As Assigned)


CS Unplugged, Outreach and CS Kinesthetic Activities room: 201
Lynn  Lambert,   Christopher Newport University
Tim  Bell,   University of Canterbury
Daniela  Marghitu,   Auburn
Outreach activities including Computer Science Unplugged demonstrate computer science concepts at schools and public venues based around kinesthetic activities rather than hands-on computer use. Computer Science Unplugged is a global project with many such activities for children to adults using no technology, including how binary numbers represent words, images and sound, routing and deadlock, public/private key encryption, and others. Effective outreach programs such as this combats the idea that computer science = programming or, worse, keyboarding; and can educate the public, interest students, and recruit majors. Many people have used these activities, and adapted them for their own culture or outreach purposes. Come share your outreach ideas and experiences with such activities.
Infusing Software Assurance and Secure Coding into Introductory CS courses room: 205
Elizabeth Hawthorne  Hawthorne,   Union County College
Carol  Sledge,   Carnegie Mellon University
Mark  Ardis,   Stevens Institute of Technology
Nancy  Mead,   Carnegie Mellon University
Nearly every facet of modern society depends heavily on highly complex software systems. The business, energy, transportation, education, communication, government, and defense communities rely on software to function, and software is an intrinsic part of our personal lives. Software assurance is an important discipline to ensure that software systems and services function dependably and are secure. So, where are the resources to assist computer science educators with this instructional material? Session leaders will share materials from the Software Assurance Curriculum Project at the Software Engineering Institute of Carnegie Mellon University, and will facilitate discussion centered on infusing software assurance into introductory computer science courses at different types of colleges.
Web-CAT User Group room: 206
Stephen  Edwards,   Virginia Tech, Department of Computer Science
Web-CAT is the most widely used open-source automated grading system, with about 10,000 users at over 65 institutions worldwide. Its plug-in architecture supports extensibility, with plug-ins for Java (including Objectdraw, JTF, Swing, and Android), C++, Python, Haskell, and more. It is also a powerful tool for educational research data collection. It supports a wide variety of assessment strategies, but is famous for “grading students on how well they test their own code.” Web-CAT won the 2006 Premier Award, recognizing high-quality, non-commercial courseware for engineering education. This BOF will allow existing users and new adopters to meet, share experiences, and talk about what works and what doesn’t. Information on getting started quickly with Web-CAT will also be provided.
Teaching Open Source room: 301AB
Sebastian  Dziallas,   Franklin W. Olin College of Engineering
Heidi  Ellis,   Western New England University
Mel  Chua,   Purdue University
Steven  Huss-Lederman,   Beloit College
Karl  Wurst,   Worcester State University
Involving students from a wide range of backgrounds in Free and Open Source Software project communities gets them a hands-on, portfolio-building experience in the creation of a real-world project while simultaneously building their institution's public profile. The Teaching Open Source (http://teachingopensource.org) community is an emergent (3 year old) group working on scaffolding to bridge the cultural differences between academic and FOSS communities of practice. Join us to share questions, challenges, and triumphs of incorporating FOSS participation into existing and new curricula as well support resources for doing so. Alumni and current members of the POSSE (Professors' Open Source Summer Experience http://communityleadershipteam.org/posse) will attend in mentorship roles.
AP CS Principles and the 'Beauty and Joy of Computing' Curriculum room: 302A
Brian  Harvey,   University of California, Berkeley
Tiffany  Barnes,   University of North Carolina, Charlotte
Luke  Segars,   University of California, Berkeley
The College Board's guidelines for the coming AP CS Principles course are broad enough to allow many different interpretations. In particular, different courses have different levels of technical depth. The "Beauty and Joy of Computing" curriculum, used by two of the initial five pilot sites, aims high, with recursion and higher order functions included in the programming half of the course. This session is for high school or college level instructors considering teaching an AP CS Principles course and interested in using the BJC curriculum, and/or the Snap! (formerly BYOB) visual programming language used in the curriculum. See http://bjc.berkeley.edu for the curriculum and http://snap.berkeley.edu for the language.
Teaching Track Faculty in CS room: 302B
Daniel D.  Garcia,   UC Berkeley
Jody  Paul,   Metropolitan State College at Denver
Mark S.  Sherriff,   University of Virginia
Many computer science departments have chosen to hire faculty to teach in a teaching-track position that parallels the standard tenure-track position, providing the possibility of promotion, longer-term contracts, and higher pay for excellence in teaching and service. This birds-of-a-feather is designed to gather educators who are currently in such a position to share their experiences as members of the faculty of their departments and schools, and to provide opportunities for schools considering such positions to gather information.
A Town Meeting: SIGCSE Committee on Expanding the Women-in-Computing Community room: 302C
Gloria  Townsend,   DePauw Universtiy
In January 2004, we organized the second SIGCSE Committee ("Expanding the Women-in- Computing Community"). Our annual Town Meeting provides dissemination of information concerning successful gender issues projects, along with group discussion and brainstorming, in order to create committee goals for the coming year. We select projects to highlight through listserv communication and through our connections with NCWIT, ABI, ACM-W, CRA-W, etc. This year we will highlight the new NSF Broadening Participation in Computing grant – a grant that encompasses projects we presented in previous BOFs and a grant that builds on an alliance among ACM-W, ABI and NCWIT.
Sharing Incremental Approaches for Adding Parallelism to CS Curricula room: 305A
Richard  Brown,   St. Olaf College
Elizabeth  Shoop,   Macalester College
Joel  Adams,   Calvin College
David  Bunde,   Knox College
Jens  Mache,   Lewis & Clark College
Paul  Steinberg,   Intel Corporation
Matthew  Wolf,   Georgia Tech
Michael  Wrinn,   Intel Corporation
Recent industry changes, including multi-core processors, cloud computing, and GPU programming, increase the need to teach parallelism to CS undergraduates. But few CS programs can afford to add new courses or greatly alter syllabi, and the large parallelism body of knowledge relates to many courses. Participants in this BOF will share incremental approaches for adding parallelism to undergraduate CS curricula, where students study parallel computing in brief units. This networking event/ brainstorming session/ swap meet will bring together: * people with sharable parallelism expository readings, hands-on exercises, tech support ideas, etc.; * people wishing to include such materials in their courses; and * people curious about incremental approaches to teaching parallel computing.
Computer Science: Small Department Initiative room: 305B
James  Jerkofsky,   Walsh University
Cathy  Bareiss,   Olivet Nazarene University
Faculty in small departments (perhaps 3 FTE, perhaps only 1 or 2,…) face special situations – both challenges and strengths. In this BOF, members will have a chance to talk about both. Challenges include maintaining a well-rounded curriculum and attracting students. Strengths include a close relationship with other members of the department and majors. These and other topics are open for discussion; the specific topics will be based upon the composition and interests of the group assembled.
Teaching with Alice room: 306A
Donald  Slater,   Carnegie Mellon University
Wanda  Dann,   Carnegie Mellon University
Steve  Cooper,   Stanford University
This session is for anyone currently using Alice 2.2 and / or thinking about using Alice 3, or exploring the possibility of using Alice in his or her curriculum. The discussion leaders and experienced Alice instructors will share teaching strategies, tips, and tricks with each other and those new to Alice. The session provides an arena for sharing Alice instructional materials and ideas for courses at all educational levels. This is an opportunity to share assignments and pointers to web sites where collections of instructional materials, such as syllabi, student projects, exams, and other resources are available.
Identifying Effective Pedagogical Practices for Commenting Computer Source Code room: 306B
Peter  DePasquale,   The College of New Jersey
Michael  Locasto,   University of Calgary
Lisa  Kaczmarczyk,   Independent Consultant
Few, if any, pedagogical practices exist for helping students embrace best practices in writing software documentation, particularly source code comments. Although instructors often stress the importance of good commenting, two problems exist. First, it can be difficult to actually define these best practices, and second, it can be difficult to grade or assess students’ application of such methods/practices. This BoF focuses on capturing for dissemination a concrete list of code commenting best practices used by the BoF attendees as they teach their classes.
Design of a Computer Security Teaching and Research Laboratory room: 306C
jeffrey  duffany,   universidad del turabo
alfredo  cruz,   politechnic university of puerto rico
To engage students and enhance the learning process a certain amout of hands-on experience is desirable to supplement the theory portion of computer security-related courses. This includes courses in information assurance, database security, network security, computer security, computer forensics among others. This BOF will include the opinion of professors that are actually delivering these courses to graduate and undergraduate students. They will tell us what kind of hardware and software is needed to develop a computer security lab or to enhance a classroom environment, with an emphasis on free and open source software, operating systems and the use of virtual machines to perform virus research.
Student ICTD Research and Service Learning Abroad room: 307
Joseph  Mertz,   Carnegie Mellon University
Ralph  Morelli,   Trinity College
Ruth  Anderson,   University of Washington
This BOF is a chance for information sharing among faculty interested in involving students in ICTD research and/or service learning toward cultural and economic development globally. It takes a lot to get students out into the field. Challenges include developing partnerships, negotiating agreements, vetting the safety of destinations, identifying sources of funding, navigating the logistics of immunizations, visas, accommodations and flights to less-traveled places, reassuring parents as to the wisdom of their child's participation, managing development partner expectations, advising students' activities, and many more. This BOF will provide a venue for sharing experiences, information, and identifying potential new collaborations.
Imaging College Educators room: Marriott University A
Jerod  Weinman,   Grinnell College
Ellen  Walker,   Hiram College
Within computing, the imaging field includes computer vision, image understanding, and image processing. While much research and teaching is done at the graduate level, the typical imaging educator at an undergraduate institution is the only specialist in his or her department. This BOF brings together educators who currently teach imaging courses or may be interested in expanding curricular offerings. We will emphasize sharing best practices, ideas, and resources as well as building a network for continued cooperation. Discussion topics may include course organization, assignments and projects, and lecture aids or other materials. Our network will include a mailing list for participants to ask questions and share ideas about imaging pedagogy and other means of sharing course materials.
Let's Talk Social Media room: Marriott University B
Kimberly  Voll,   University of British Columbia
Our students have Facebook, G+, and even Twitter accounts as a matter of course, and are used to rich, highly integrated environments. In contrast, CS education is via themed modalities: lectures, textbooks, labs, discussions, et cetera, that share no active or social connection (you cannot +1 a lecture, for example, share a passage of a text with a classmate, or pull up a view that truly integrates a course and its community). But we now have the technology to create learning environments that share the same rich, multimedia experience as the popular social media sites. What should this look like? How do we start? What have you tried? We’ll open with a brief overview of the leading social media tools for those unfamiliar, then proceed straight to an open discussion.
Program by Design: TeachScheme/ReachJava room: Marriott University C
Viera  Proulx,   Northeastern University
Stephen  Bloch,   Adelphi University
Program by Design is a new name for the comprehensive introduction to programming at all levels that began with TeachScheme/ReachJava. This unconventional introductory computing curriculum covers both functional and the object- oriented program design in a systematic design-based style, enforcing test-first design from the beginning. The Bootstrap curriculum makes programming and algebra exciting for children ages 11-15. Special libraries support the design of interactive graphics-based games, musical explorations, client-server and mobile computing. We invite you to come and meet those who have used the curriculum, learn about new additions, libraries, bring in your experiences with the curriculum, show your projects, or ask questions about how it works and how you can use it.
CSTA Chapters: Supporting your local computer science educators room: Marriott Chancellor
Frances P.  Trees,   Rutgers, The State University of New Jersey
Helen  Hu,   Westminster College
Chinma  Uche,   Greater Hartford Academy of Mathematics and Science
As part of its commitment to developing a strong community of computer science educators, the Computer Science Teachers Association (CSTA) supports the development of regional CSTA chapters. A CSTA chapter is a local branch of CSTA designed to facilitate discussion of local issues, provision of member services at the local level, and to promote CSTA membership on the national level. This BOF will provide a platform for the discussion of CSTA chapter formation and for the sharing of successful chapter activities.
Revitalizing Computing Camp and Outreach: How Do We Engage Teenagers in “Cool” Technology? room: Marriott Alumni
Kristine  Nagel,   Georgia Gwinnett College
Evelyn  Brannock,   Georgia Gwinnett College
Robert  Lutz,   Georgia Gwinnett College
Tech Camps are popular outreach tools to interest teens in computing programs and technology careers. One of the biggest obstacles is how to make Tech Camp “cool” and inviting for teenagers. How do we grab the attention of students to enroll? Once at camp, how do we engage teens with computing as a creative tool with relevancy to their lives? It is summer; subject areas must be entertaining and relevant. Can we stay ahead of the tech-savvy teens with our budget constraints? Robots and storytelling have long been used; how do we innovate and spark interest, throughout the year? The purpose of this BOF is to share ideas, such as App Inventor for Android to create apps, including text messaging, encouraging students to incorporate their own creative graphics, and using tablet devices.