Conference: SIGCSE 2023: The 54th ACM Technical Symposium on Computer Science Education

Objective: This study aims to understand the landscape of CS teachers in the United States, the professional identity they hold, and how their background and teaching context are associated with their CS teacher identity.

Conference: SIGCSE 2023: The 54th ACM Technical Symposium on Computer Science Education

As artificial intelligence permeates our lives through various tools and services, there is an increasing need to consider how to teach young learners about AI in a relevant and engaging way. One way to do so is to leverage familiar and pervasive technologies such as conversational AIs.

Collaborative learning offers numerous benefits to learners, largely due to the dialogue that is unfolding between them. However, there is still much to learn about the structure of collaborative dialogue, and especially little is known about co-creative dialogues during learning.

Objectives: This exploratory study attempts to operationalizecomputer science teacher identity through discussing the poten-tial domains, proposing and testing a quantitative instrument forassessing computer science teachers’ professional identity.

Many important forms of collaborative learning are co-creative in nature. AI systems to support co-creativity in learning are highly underinvestigated, and very little is known about the dialogue mechanisms that support learning during collaborative co-creativity. To address this need, we analyzed the structure of collaborative dialogue between pairs of high school students who co-created music…

Conference: SIGCSE ’21: The 52nd ACM Technical Symposium on Computer Science Education

Poster

Objectives: This exploratory study attempts to operationalizecomputer science teacher identity through discussing the poten-tial domains, proposing and testing a quantitative instrument forassessing computer science teachers’ professional identity.

Conference: DIS ’20: Designing Interactive Systems Conference 2020

Museum visitors often come into the museum space receptive to exploring new ideas, and this may encourage members of visitor groups to be supportive and cooperative when engaging together with exhibits. However, as participant groups explore the concepts of the exhibit, interruptions, conflicts, or disagreements may result.

Objective: To test the effectiveness of EarSketch in promoting intentions to persist, particularly among female students and under-represented minority students.

EarSketch leverages the appeal of music to create a learning environment that allows students to be expressive with code.

Educators have long claimed that pedagogical content knowledge (PCK), ways of presenting a subject that make it comprehensible to others, is a critical element of student academic success. This poster presents findings from a preliminary study of Computer Science Principles teachers that demonstrate a significant correlation between teacher PCK and student content knowledge.

Educators have long claimed that pedagogical content knowledge (PCK), ways of presenting a subject that make it comprehensible to others, is a critical element of student academic success. This paper presents an exploratory study finding that PCK significantly correlates with students’ computer science (CS) content knowledge acquisition while teacher CS content knowledge does not.

Conference: the 2019 ACM Conference

This article reports on a study of how family groups physically interact in a museum environment with a specific co-creative exhibit–TuneTable.

A growing body of evidence indicates that there is a deep effect of noncognitive factors on academic achievement and learning. In this study, we analyzed a set of 31 evaluation instruments designed to measure noncognitive constructs (e.g., self-efficacy, confidence, motivation) within computing education.

A growing body of evidence indicates that there is a deep effect of noncognitive factors on academic achievement and learning. In this study, we analyzed a set of 31 evaluation instruments designed to measure noncognitive constructs (e.g., self-efficacy, confidence, motivation) within computing education.

The expansion of computer science into more classrooms invites researchers and evaluators to shift their focus from predominantly measuring student-level factors to measuring both student- and classroom-level variables. Research presented in this article uses multi-level modeling to study student-level factors within the larger context of classroom-level factors.

Students who have positive attitudes towards computing are more likely to intend to persist in computing and ultimately persist in computing. Thus, this study describes the development and assessment of the Attitudes Towards Computing Scale, which was developed based on Williams et al. [20] Computer Science Attitude Survey.

Efforts to improve and promote CS education characterized by greater participation of underrepresented groups have taken off sharply in the six years since the Expanding Computing Education Pathways (ECEP) NSF alliance was first funded.

EarSketch is a curriculum and learning environment designed to engage diverse student populations in introductory computing courses through an approach that connects coding and computational thinking with the composition, production, and remixing of popular music.

STEAM education is an approach to engage students in STEM topics by prioritizing personal expression, creativity, and aesthetics. EarSketch, a collaborative and authentic learning tool, introduces students to programming through music remixing, has previously been shown to increase student engagement, and increases learner’s intentions to persist in computing.

Rise Up 4 CS was created at Georgia Tech in the spring of 2013 to help African American students succeed in their Advanced Placement (AP) Computer Science A (CSA) high school course and on the exam. The AP CSA course is intended to be equivalent to a college level CS1 course.

Over the last few years, a number of repositories of information relevant to the computing education community have come online, each with different content and purpose. In this special session, we present an overview of these repositories and the content that each provides.

STEAM education is a method for driving student engagement in STEM topics through personal expression, creativity and aesthetics. EarSketch, a collaborative and authentic learning tool which introduces students to programming through music remixing, has previously been shown to enhance student engagement and intent to persist in computing.

Conference: 2017 IEEE Integrated STEM Education Conference (ISEC)

This article presents EarSketch, a learning environment that combines computer programming with samplebased music production to create a computational remixing environment for learning introductory computing concepts.

Demand for computer scientists is robust, but the pipeline for producing them is not. US universities are only meeting about a third of demand for computer scientists, and recruiting a diverse student body is a struggle; the number of women in computer science has actually declined in the past decade.

A recent study published by Digital Promise found that school decision makers rely heavily on pilot tryouts of learning software programs for making procurement decisions.

Conference: 2015 Research in Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT)

The EarSketch computer science learning environment and curriculum (http://earsketch.gatech.edu) seeks to increase and broaden participation in computing using a STEAM (STEM + Arts) approach.

An enormous challenge to computing education in secondary schools worldwide is the lack of secondary computer science teachers. The Institute for Computing Education (ICE) has been offering teacher professional development in an attempt to increase the quantity and quality of secondary computing teachers in Georgia in the United States of America since 2004.

Georgia Computes! (GaComputes) was a six-year (2006-2012) project to improve computing education across the state of Georgia in the United States, funded by the National Science Foundation. The goal of GaComputes was to broaden participation in computing and especially to engage more members of underrepresented groups which includes women, African Americans, and Hispanics.

Why would individuals who are capable of learning opt not to? Learning is important for stability and success. It would seem rational that students in groups that are frequently underrepresented or marginalized would be motivated to learn.

Educational Robotics for Absolute Beginners is a MOOC designed to introduce K-12 teachers with no prior computer science or robotics experience to the basics of LEGO NXT Robot programming.

In this paper, we describe a pilot study of EarSketch, a computational remixing approach to introductory computer science, in a formal academic computing course at the high school level. The EarSketch project provides an integrated curriculum, Python API, digital audio workstation (DAW), audio loop library, and social sharing site.

Few question the need to offer excellent programs in computer science at the Bachelors and Graduate Levels. But computer science is not just for computer scientists! An understanding of key computer science concepts is essential to comprehending the underpinnings of what drives much of the culture and environment that students will encounter upon graduation.

This paper describes Project Rise Up 4 CS, an attempt to increase the number of Black students in Georgia that pass the Advanced Placement (AP) Computer Science (CS) A exam.

EarSketch is an all-in-one approach to supporting a holistic introductory course to computer music as an artistic pursuit and a research practice. Targeted to the high school and undergraduate levels, EarSketch enables students to acquire a strong foundation in electroacoustic composition, computer music research and computer science.

We report the most recent findings of our CS education initiative to teach core programming principles to middle and high school students through the use of personal robots. The program was focused on the use of web-based educational tutorials, in conjunction with personal robots, to deliver program content.

In this paper, we describe EarSketch, an integrated curriculum, software toolset, and social media website, grounded in constructionist principles, that targets introductory high school computing education.

We report on the implementation and evaluation of a three-year program to increase interest in studying computer science (CS) among African American male high school students. Over the course of 3 years, the Glitch Game Tester (Glitch) program employed 25 African American male high school students.

Under growing scrutiny among policymakers, many NSF program officers ask evaluators to design, collect, and report on a set of indicators common across a portfolio of programs. This presentation specifically addresses the issues of establishing, reporting, and ultimately using common, core indicators.

In computing education, we have only just started developing methods for accurately measuring a student’s understanding of introductory computing, let alone characterizing a whole classroom, school, or university system.

But, it is not enough to offer computing summer camps and hope that students like them. The camps should be effective by some measure, such as broadening participation by underrepresented groups and/or increasing learning.

The National Center for Women & Information Technology (NCWIT) Extension Services for Undergraduate Programs (ES-UP) has created a large group of trained consultants (ESCs) and clients who are passionate about women’s participation in computing.

Many young African American males have a passion for video games, but they don’t often translate that passion into learning about computing. Part of the problem is that they do not identify with computing as a social norm within their peer group.

This paper presents the findings of an exploratory, qualitative study revealing computing instructors’ experience in adopting curriculum innovations. We interviewed eight instructors a year after they attended workshops on several innovative introductory Computer Science (intro CS) courses at undergraduate level.

In this paper, we describe our attempt to attract more girls to computing by working with the Girl Scouts. We describe the types of outreach we have done with the Girl Scouts and the results of our efforts.

Computing education suffers from low enrollment and a lack of diversity. Both of these problems require changes across the entire computing education pipeline. The “Georgia Computes!” alliance, funded by the National Science Foundation’s Broadening Participation in Computing program, seeks to improve the computing education pipeline in Georgia.

Computing education suffers from low enrollment and a lack of diversity. Both of these problems require changes across the entire computing education pipeline.

Glitch Game Testers is a research project to develop a sustainable high school job program to train and employ high school students as game testers (1). Our goal is to leverage the passion that young urban African American men have for video games into agency with technology.

In this paper, we present the results of an interview study revealing how Computer Science (CS) teachers create change. We interviewed eight teachers about a year after they attended our workshops on several innovative introductory CS courses.

Conference: American Evaluation AssociationAt: Denver, CO

Conference: World Conference on Educational Multimedia, Hypermedia and TelecommunicationsVolume: 2002

Authors: Chris Thompson, Tom Mcklin, Jennifer Ockerman, Elke Reuss, Marino Menozzi Citation:Thompson, Chris & Mcklin, Tom & Ockerman, Jennifer & Reuss, Elke & Menozzi, Marino. (2023). 5th International Symposium on Wearable Computers.

Authors: Tom Mcklin, S. Harmon, W. Evans, M. Jones Citation:Mcklin, Tom & Harmon, S. & Evans, W. & Jones, M.. (2023). Cognitive presence in web-based learning: A content analysis of students’ online discussions. 8-12.

Authors: John Thompson, Chris Thompson, Jennifer Ockermann, Tom Mcklin Citation:Thompson, John & Thompson, Chris & Ockermann, Jennifer & Mcklin, Tom. (2023). Voice recognition for high noise industrial plant procedure automation applications of body wearable computers.

This first phase of a content analysis of online, asynchronous, educational discussions is designed to generate a method for automatically categorizing messages into cognitive categories using neural network software.

Although there are many stimulating and practical applications for system dynamics and automatic control, students often find the material too abstract, too mathematical, and difficult to master when it is presented in lectures.