Workshop

Friday   7:00 PM - 10:00 PM (room: As Assigned)

---

Workshop 13: Computational Art and Creative Coding: Teaching CS1 with Processing		room: Governors 12
	Ira  Greenberg,   Southern Methodist University Deepak  Kumar,   Bryn Mawr College Dianna  Xu,   Bryn Mawr College
	This workshop showcases a new approach to teaching CS1 using computational art as a context. Participants will be introduced to the Processing programming language and environment, designed for the construction of 2D and 3D visual forms. Its IDE is light-weight, but well-suited for the rapid proto-typing needed for dynamic visual work. We hope to bring the excitement, creativity, and innovation fostered by Processing into the computer science education community. Instructors of all experience levels are welcome. Hands-on portion of the workshop will enable participants to explore Processing and create visual effects on the fly. Course materials and handouts detailing the software, curriculum, and teaching resources will be given out. All participants will need to bring their own laptops.

Workshop 15: AP CS Principles and The Beauty and Joy of Computing Curriculum		room: Governors 15
	Daniel D.  Garcia,   UC Berkeley Brian  Harvey,   UC Berkeley Tiffany  Barnes,   North Carolina State University Nathaniel  Titterton,   UC Berkeley Dan  Armendariz,   UC Berkeley Luke  Segars,   Google, Inc. Eugene  Lemon,   Ralph J Bunche High School Sean  Morris,   Albany High School Josh  Paley,   Henry M. Gunn High School
	The Beauty and Joy of Computing (BJC) is an introductory computer science curriculum developed at UC Berkeley (and adapted at the University of North Carolina, Charlotte), intended for high school juniors through university non-majors. It was used in two of the five initial pilot programs for the AP CS Principles course being developed by the College Board and the National Science Foundation. Our overall goal is to support the CS10K project by preparing instructors to teach the AP CS Principles course through the BJC curriculum. In this workshop, we will share our experiences as instructors of the course at the university and high school level, provide a glimpse into a typical week of the course, and share details of NSF-funded summer professional development opportunities.

Workshop 16: Introducing Secure Coding in CS0 and CS1		room: Governors 11
	Siddharth  Kaza,   Towson University Matt  Bishop,   University of California at Davis Blair  Taylor,   Towson University Elizabeth K  Hawthorne,   Union County College Diana  Burley,   The George Washington University
	The CS 2013 curriculum draft includes Information Assurance and Security as a pervasive knowledge area. However, introducing security in CS0 and CS1 is challenging because of lack of appropriate teaching resources and training. This workshop will provide a well-tested strategy for introducing secure coding concepts in CS0 and CS1. We will introduce attendees to secure coding through a talk and hands-on exercise, and provide self-contained, lab-based modules designed to be injected into CS0/CS1 with minimal impact on the course (www.towson.edu/securityinjections). Participants will be encouraged to bring in their own syllabus and labs to modify to include secure coding concepts. The first 15 participants will be reimbursed for the workshop cost on attendance. Laptop recommended.

Workshop 17: Experimenting With and Integrating Alice 2.3 Into Many Disciplines		room: Governors 16
	Susan H.  Rodger,   Duke University Steve  Cooper,   Stanford University Wanda  Dann,   Carnegie Mellon University Dwayne C.  Brown, Jr.,   Duke University Jacobo  Carrasquel,   Carnegie Mellon University
	This interactive workshop will present the new features of Alice 2.3, and show how to integrate Alice 2.3 into multiple disciplines in middle school and high school. Participants will get hands-on experience with working with new Alice models and creating Alice projects. The workshop will also review curriculum materials and discuss mapping Alice to CSTA computer science standards. The curriculum materials presented could be used in middle school or high school in a variety of disciplines, or in college in a pre-CS 1 course. The target audience is middle school and high school teachers, and college faculty providing outreach to K-12 or teaching a pre-CS 1 course. Laptop required, and two-button mouse recommended.

Workshop 18: How to Plan and Run Computing Summer Camps for 4th-12th Grade Students		room: Governors 14
	Barbara  Ericson,   Georgia Institute of Technology Christopher  Michaud,   Marist School Nannette  Napier,   Georgia Gwinnett College Krishnendu  Roy,   Valdosta State University
	This workshop will provide details on how to run non-residential computing summer camps for 4th – 12th grade students. Georgia Tech has been offering camps since 2004. These camps are financially self- sustaining and effective. Items used include: Scratch, Alice, LEGO robots (WeDo, NXT, and Tetrix), and App Inventor. Georgia Tech has also helped start 11 other computing camps in Georgia. The workshop will include forms, a timeline, sample agendas, sample flyers, budget plans, a planning checklist, suggested projects, surveys, pre and post tests, evaluation results, and more. Intended audience: high school teachers and undergraduate faculty that are interested in creating computing summer camps for 4th – 12th grade students. Laptop recommended

Workshop 19: Pedagogy for Engaging Diverse Students in Computing		room: Plaza 7
	Joanne  Cohoon,   University of Virginia and NCWIT James  Cohoon,   University of Virginia Seth  Reichelson,   Lake Brantley High School Laura  Jones,   Fairfax County public schools Susan  Horwitz,   University of Wisconsin - Madison
	Research shows that several pedagogical practices can greatly contribute to students’ success and women’s persistence in computing. These practices include collaborative learning in the form of pair programming or peer led team learning; putting examples and exercises in contexts that appeal to a broad range of students; focusing on development of computing skills through practice; and development of spatial rotation abilities. Because these pedagogies are too seldom employed in computing, this workshop will introduce them to educators and provide brief experiences to illustrate how they can be employed in computer science courses.

Workshop 20: Teaching the CS Principles Curriculum with App Inventor		room: Governors 17
	Ralph  Morelli,   Trinity College David  Wolber,   University of San Francisco Shaileen  Pokress,   MIT Media Lab Fred  Martin,   University of Massachusetts Lowell Franklyn  Turbak,   Wellesley College
	The CS Principles Project is an NSF-funded initiative to develop a breadth-first advanced placement (AP) course in computer science. App Inventor is a visual, blocks-based programming language that makes sophisticated computing concepts accessible to a broad range of students. This hands-on workshop, aimed at high school and undergraduate teachers, will introduce participants to lessons, homework exercises, project assignments, and assessment materials (quizzes, grading rubrics) that can be used in an App Inventor-based CS0 course. Participants will develop simple Android apps, using devices provided by the workshop, and will use them in the context of lessons and assignments that fit within the CS Principles framework. A laptop is required. Details: http://is.gd/sigcse2013appinv.

Workshop 21: Using Scala Strategically Across the Undergraduate Curriculum		room: Governors 9
	Mark  Lewis,   Trinity University Konstantin  Läufer,   Loyola University Chicago George  Thiruvathukal,   Loyola University Chicago
	Various hybrid-paradigm languages, designed to balance compile-time error detection, conciseness, and performance, have emerged. Scala, e.g., is interoperable with Java and has become an early leader in adoption, especially in the start-up and open-source spaces. Workshop participants experience Scala’s value as a teaching language in the CS curriculum through four lecture-lab modules: In CS1, the read-eval-print loop and simple, uniform syntax aid programming in the small. In CS2, higher-order methods allow concise, efficient manipulation of collections. Advanced topics include domain-specific languages, concurrency, web apps/services, and mobile apps. Laptop recommended with Scala installed.

Workshop 22: NetLogo: Teaching with Turtles and Crossing Curricular Boundaries		room: Plaza 8
	Forrest  Stonedahl,   Centre College David  Weintrop,   Northwestern University Paulo  Blikstein,   Stanford University Christine  Shannon,   Centre College
	This workshop, intended for CS educators from middle school through undergrad, will introduce participants to NetLogo. NetLogo is an easy-to-learn multi-agent language and integrated modeling environment in widespread use in classrooms (and research labs) globally. This hands-on tutorial will highlight computational modeling in the natural and social sciences, tie in core computer science concepts, and discuss how to promote student thinking about decentralized systems. The workshop will draw on the presenters’ own experiences teaching courses on computational science, computational art, theory of computation, and educational outreach events. Participants will learn first-hand how NetLogo can enrich a variety of computing courses. NetLogo runs on Mac/Linux/Windows. Laptop required.

Workshop 23: Implementing the Inverted Classroom		room: Governors 10
	Kate  Lockwood,   California State University, Monterey Bay Jeff  McCall,   California State University, Monterey Bay Barbara  Beckmeyer,   California State University, Monterey Bay
	The Inverted Classroom is an exciting pedagogical technique where more passive information assimilation activities (e.g. lectures) are assigned as homework and class time is reserved for active applied problem solving and group activities. With current technology, instructors wishing to implement inverted classroom have a variety of options to create engaging and accessible learning modules. In this workshop, we will provide an overview of inverted classroom philosophy and some initial data from successful pilots of the inverted classroom. Participants will work in small groups to develop small inverted classroom activities using software and technology provided by the presenters. We will wrap up with presentations from the groups and a discussion about assessment. Laptop Recommended.

Workshop 24 (Part 1, Friday) and 25 (Part 2, Saturday): LittleFe Buildout Event		room: Plaza 1
	Charles  Peck,   Earlham College Aaron  Weeden,   Shodor Education Foundation Jennifer  Houchins,   Shodor Education Foundation
	LittleFe buildout events are training and infrastructure opportunities for teams of accepted faculty and students from educational institutions across the United States to assemble LittleFe educational appliances (http://littlefe.net) and learn to use them in the classroom to teach parallel programming, cluster computing, and computational/data enabled science & engineering (CDESE). The buildout consists of participants assembling their LittleFe unit from a kit; installing the Bootable Cluster CD (BCCD) software on it; learning about the curriculum modules available for teaching parallel programming, High Performance Computing (HPC) and CDESE; and learning how to develop new curriculum modules for the LittleFe/BCCD platform.

Workshop 26: Peer Instruction in CS: Introduction and Recent Developments		room: Plaza 6
	Daniel  Zingaro,   University of Toronto Cynthia  Bailey-Lee,   University of California, San Diego John  Glick,   University of San Diego Leo  Porter,   Skidmore College Beth  Simon,   University of California, San Diego
	We introduce participants to Peer Instruction (PI): an active learning technique shown to be effective across the CS curriculum. In PI, Students work together to exchange perspectives and answer challenging conceptual questions, and are supported by short teaching segments. We will introduce and motivate PI, demonstrate its use in combination with a clicker system, and describe ways to encourage student preparation for PI classes. Participants will work in groups to develop new PI questions addressing challenges to their students' learning, and discuss numerous pedagogical benefits conferred through PI. Instructors interested in increasing engagement in any CS course may attend. Participants are encouraged to bring current lecture materials. Laptop optional.