Birds-of-a-Feather Session

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

Teaching Computer Science Principles with Digital Sound and Music room: Plaza 1
Susan  Reiser,   UNC Asheville
Jennifer  Burg,   Wake Forest University
High school and CS0 computer science students often begin class having no computing education beyond studying office suite programs. Teaching digital audio, a ubiquitous application, allows an authentic and engaging context for the teaching of computer science principles as outlined at In particular, it demonstrates the interconnection of computer science with physics, mathematics, and audio engineering. Do you teach digital audio or music technology? Are you interested in teaching these subjects? In this BOF we will discuss digital audio in computer science CS0 classes.
Test-First Java for Beginners room: Plaza 2
Viera  Proulx,   Northeastern University
Test-First Design is well-regarded process among software developers. Practitioner report that it encourages better program design, improves the testability and reliability, and reduces the stress. We have used the test-first design approach in introductory Java-based programming courses for the past ten years. With the support of our tester library, students learn to design tests without any additional syntactic or structural overhead. A number of colleagues at other universities sued the tester library in a variety of courses. Join us for a discussion on how you can help your students learn to design programs in the test-first style.
Where is computing in general education? room: Plaza 3
Catherine  Bareiss,   Olivet Nazarene University
Larry  Vail,   Olivet Nazarene University
ave you been through a general education review, taught a gen ed computing course, or provided a service course in computing? Are computing skills and knowledge a college entrance requirement, upper level discipline specific tool, graduation goal, or knowledge for citizens in a free society? Sample computing courses include: Computer Applications in Business, Writing Process using Microsoft Word, Quantitative Social Science using SPSS, Computing equals Programming, Computing does not equal Programming, AP CS Principles, Computer Ethics, Computers and Society, Computational Thinking, or Introduction to Computer Science. What has and hasn’t worked? What should computing offer to the university? Come hear what others are doing and share your insights.
Automated generation and grading of programming assignments room: Plaza 4
Steven  Shaffer,   Penn State University Park
Cliff  Shaffer,   Virginia Tech
A problem with teaching large classes of introductory programming students is that students need copious practice but instructors do not have time to grade thousands of student programs. Large classes might require the instructor to restrict the graded programs to a handful. However, students need much more practice than this, and experience shows that if an assignment is not being graded then many students will not do it. Also, if the same problem is assigned to all students, copying of answers will occur. Programs that generate unique assignments and automatically grade submissions have been developed. Beginning with a brief example, this session will focus on experiences attendees have had with such approaches, and what an idealized system might look like, including exemplar use cases.
CSTA CS K - 12 Instructional Standards and CS Curriculum room: Plaza 5
Deborah  Seehorn,   NC Department of Public Instruction
Chris  Stephenson,   CSTA Executive Director
Tammy Randall  Pirmann,   School District of Springfield Township
Kelly  Powers,   Advanced Math and Science Academy
In December 2011, CSTA published new instructional standards for K–12 Computer Science Curriculum. In an era of high stakes accountability in our nation’s schools, it behooves CS teachers to align their CS curricula with the new CSTA K–12 CS Standards. K-12 CS Teachers as well as postsecondary educators will find this discussion relevant and informative.
Birds of a Feather: Teaching with Alice room: Plaza 7
Donald  Slater,   Carnegie Mellon University
Wanda  Dann,   Carnegie Mellon University
Steve  Cooper,   Stanford University
This session is for anyone currently using Alice 3.x and / or Alice 2.x, 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.
Nifty Computing In Society Case Studies room: Plaza 8
Netiva  Caftori,   Northeastern Illinois University
Jim  Huggins,   Kettering University
Alfreda  Dudley,   Towson University
Karla  Carter,   Bellevue University
Dee  Weikle,   Eastern Mennonite University in Harrisonburg
This session is being organized by ACM SIGCAS (Computers and Society) for those with an interest in addressing the social and ethical consequences of computing in our society within their curricula. This year we will share case studies as a means to teaching a variety of issues resulting from the impact of computing in our society. Our discussion leaders will introduce briefly favorite case studies in their fields of interest and will encourage all participants to share examples of their own. Ways for dealing and solving current problems will be tackled. We will provide a plan of how to incorporate the case studies presented into our classes along with a handout of how to do so. Topics of interest include legal issues, social media, privacy, and sustainability.
Integrating Communication Skills into the Computer Science Curriculum room: Governors 9
Mark  Hoffman,   Quinnipiac University
Janet  Burge,   Miami University
Jerry  Gannod,   Miami University
Mladen  Vouk,   North Carolina State University
In response to employers’ needs for graduates with excellent communication skills and ABET requirements, the three-year NSF-funded CPATH II project “Incorporating Communication Skills into the Computer Science Curriculum” brought together Computer Science educators and communications specialist to develop assignments and communications supports that integrate communication instruction across the curriculum. In this Birds of a Feather session, participants will learn about the results of the CPATH II project, discuss their experience with incorporating communication into their courses, and learn how to utilize and contribute to the project’s on-line assignment repository.
The Future of the ABET Computer Science Program Criteria room: Governors 10
Allen  Parrish,   The University of Alabama
Cary  Laxer,   Rose-Hulman Institute of Technology
The ABET Computing Accreditation Commission and CSAB (made up of representatives from ACM and IEEE-CS) are currently considering the next generation of changes to the computing accreditation criteria, with emphasis on the program criteria for the various disciplinary areas, including computer science. This BOF will provide a platform for discussion of the types of changes that are currently under consideration, with a view toward obtaining feedback on those changes, as well as obtaining new ideas for revisions from the audience.
The Changing Face of Computing: Bringing Security into Traditional Computer Science Courses: Challenges and Support room: Governors 11
Ambareen  Siraj,   Tennessee Tech University
Blair  Taylor,   Towson University
Steve  Cooper,   Stanford University
In today’s world, it is critical that our students get exposure to security education as part of their Computer Science (CS) education because the lack of security consciousness in digital workforce is costing businesses, government, and citizens severely every year. A significant reason behind this problem stems from the fact that the majority of higher education institutions do not have adequate resources to educate CS students in information assurance (IA) and security. While security is not required in the current CS curriculum, IA has been designated as a knowledge area in the proposed ACM/IEEE-CS CS Curricula 2013. In this session, we will discuss challenges in integrating relevant security topics in traditional CS courses and support for CS faculty interested in such integration.
Technovation Challenge: Teaching Girls Computer Science & Entrepreneurship room: Governors 12
AnnaLise  Hoopes,   Iridescent, Technovation Challenge
Technovation Challenge introduces computer science to high school girls in a dynamic learning environment that offers exciting, real-world challenges to conquer; fresh new ways of thinking and problem solving; and the support of hands-on female mentors drawn from academia and the tech industry. Over the course of 12 intensive weeks, students identify a problem drawn from their own real-life experiences and program a mobile phone application to solve it. They practice their pitch with experienced investors who give them feedback on their app and business plan. After some more polishing and practice, the girls then pitch their ideas to a panel of venture capitalists. The winning team receives funding to take their app to market.
Replicating “Exploring Computer Science” (ECS) room: Governors 14
Dale  Reed,   University of Illinois Chicago
Don  Yanek,   Northside College Prep High School
Gail  Chapman,   University of California Los Angeles
Exploring Computer Science (ECS) is engaging, hands-on high school curriculum and associated professional development that is being implemented at a systemic level in the Los Angeles Unified School District and is now being replicated in Chicago Public Schools and elsewhere. The active partnership between Los Angeles, Chicago, the Chicago CSTA, university faculty and high school teachers and administrators has been critical to success in Chicago. What is so special about this guided-inquiry curriculum? For those wanting to replicate this in other cities, how can this be done?
Teaching Track Faculty in CS room: Governors 15
Mark  Sherriff,   University of Virginia
Dan  Garcia,   UC Berkeley
Jody  Paul,   Metropolitan State College at Denver
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.
Starting and Sustaining an Undergraduate Research Program in Computer Science room: Governors 16
Adam  Anthony,   Baldwin Wallace University
Marie  desJardins,   University of Maryland Baltimore County
A growing interest in experiential learning at many institutions has led to a recent development of institutional environments in which undergraduate research is strongly supported. In many disciplines, such an environment naturally supports basic research programs that are inclusive of both under- and upperclassmen. However, computer science research at the undergraduate level presents a major challenge: most students who have the requisite knowledge to complete a novel research project are already close to graduation, which can make it difficult to involve undergraduates in longer-term research projects. In this bof, we hope to gather both experienced and novice research advisers to discuss strategies for running a continuous research effort across several graduating classes.
Multi-course Approaches to Curriculum 2013’s Parallel and Distributed Computing room: Governors 17
Richard  Brown,   St. Olaf College
Joel  Adams,   Calvin College
David  Bunde,   Knox College
Jens  Mache,   Lewis & Clark College
Elizabeth  Shoop,   Macalester College
Michael  Smith,   Intel Corp.
Paul  Steinberg,   Intel Corp.
Matthew  Wolf,   Georgia Tech
The CS2013 Curriculum recommendations call for greatly expanded emphasis on parallel and distributed computing (PDC), in response to recent industry changes. CS2013’s PDC knowledge units relate to many undergraduate courses. Participants in this BOF will consider responses to CS2013 PDC recommendations that involve multiple undergraduate CS courses at an institution, as opposed to approaches that concentrate PDC topics primarily within a single course. This sharing and brainstorming session will bring together: * people having experience with a multi-course or multi-level approach to teaching PDC; * people contemplating a multi-course approach to introducing PDC material; and * people wishing to provide and/or hear rationale for a multi-course strategy for teaching PDC.
Brainstorming CS Principles Big Idea III: Data and Information room: Directors H
Suzanne  Dietrich,   Arizona State University
Don  Goelman,   Villanova University
“Data and information facilitate the creation of knowledge” is Big Idea III in the Computer Science Principles effort. As spotlighted in the June issue of ACM Inroads, some of the pilot offerings of CS Principles have included spreadsheets, database structure, and XML. The implementation of the CS Principles framework is quite flexible, as illustrated by these pilots. What concepts do you think should be included as part of data and information? The goal of this Birds-of-a-Feather session is to bring database educators together with those interested in teaching CS Principles to brainstorm this big idea.
A Town Meeting: SIGCSE Committee on Expanding the Women-in-Computing Community room: Directors I
Gloria  Townsend,   DePauw University
A Town Meeting: SIGCSE Committee on Expanding the Women-in-Computing Community Gloria Childress Townsend, DePauw University 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 ACM-W Chapters and ACM-W Regional Celebrations.