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Exploring Equity, Diversity, and Inclusion in computer science Undergraduate Curricula 29

Exploring Equity, Diversity, and Inclusion in Computer Scien...

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29th Annual conference on innovation and technology in computer science education (ITiCSE)

作者： Karimi, Ouldooz Baghban Gao, Alice Lindner, Peggy Toti, Giulia Engineer, Rutwa Hur, Jinyoung McNeill, Fiona Reckinger, Shanon Robinson, Rebecca Sollazzo, Anna Wicentowski, Richard Simon Fraser Univ Sch Comp Sci Surrey BC Canada Univ Toronto Dept Comp Sci Toronto ON Canada Univ Houston Dept Informat Sci Technol Houston TX USA Univ British Columbia Dept Comp Sci Vancouver BC Canada Univ Toronto Mississauga Dept Math & Computat Sci Mississauga ON Canada Univ Illinois Dept Comp Sci Urbana IL USA Univ Edinburgh Sch Informat Edinburgh Midlothian Scotland Univ Illinois Dept Comp Sci Chicago IL USA Monash Univ Dept Human Ctr Comp Clayton Vic Australia Univ Glasgow Sch Comp Sci Glasgow Lanark Scotland Swarthmore Coll Comp Sci Dept Swarthmore PA USA

ISBN: (纸本)9798400706035

One of the less explored approaches to foster equity, diversity, and inclusion (EDI) in computer science (CS) is through changes to the curriculum. Despite sporadic work on the adoption of Culturally Responsive Computing (CRC) and Universal Design for Learning (UDL), the inclusion of equity-minded courses, or modifications on specific elements of the curriculum such as introductory programming courses, there has never been a wide exploration or adoption of a successful equity-minded undergraduate CS curriculum. In this work, we explore undergraduate CS curricula, with a special focus on upper division, lower division, and service courses (courses offered to non-CS students). For each group, we examine the design and adoption of successful equity-minded approaches, exploring fair access, motivation, engagement, and rigour.

关键词： computer science Curriculum Equity Diversity Inclusion

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Task Synthesis for Elementary Visual Programming in XLogoOnline Environment 25th

Task Synthesis for Elementary Visual Programming in XLogoOnl...

引用

25th International conference on Artificial Intelligence in education (AIED)

作者： Wen, Chao Ghosh, Ahana Staub, Jacqueline Singla, Adish Max Planck Inst Software Syst Saarbrucken Germany Univ Trier Trier Germany

ISBN: (纸本)9783031643118;9783031643125

In recent years, the XLogoOnline programming platform has gained popularity among novice learners. It integrates the Logo programming language with visual programming, providing a visual interface for learning computing concepts. However, XLogoOnline offers only a limited set of tasks, which are inadequate for learners to master the computing concepts that require sufficient practice. To address this, we introduce XLogoSyn, a novel technique for synthesizing high-quality tasks for varying difficulty levels. Given a reference task, XLogoSyn can generate practice tasks at varying difficulty levels that cater to the varied needs and abilities of different learners. XLogoSyn achieves this by combining symbolic execution and constraint satisfaction techniques. Our expert study demonstrates the effectiveness of XLogoSyn. We have also deployed synthesized practice tasks into XLogoOnline, highlighting the educational benefits of these synthesized practice tasks.

关键词： Programming education Task Synthesis Block-Based Visual Programming Logo Programming XLogoOnline

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Equitable Access to Cybersecurity education: A Case Study of Underserved Middle School Students 29

Equitable Access to Cybersecurity Education: A Case Study of...

引用

29th Annual conference on innovation and technology in computer science education (ITiCSE)

作者： thomas, Madison Elmore, Erynn Chavez, Brenda Ruth, Ronaisha Avery, Charlotte Cukier, Michel Catete, Veronica North Carolina State Univ Raleigh NC 27695 USA Univ Maryland College Pk MD USA

ISBN: (纸本)9798400706004

Existing research has primarily delved into the realm of computer science outreach aimed at K-12 students, with a focus on both informal and non-formal approaches. However, a noticeable research gap exists when it comes to cybersecurity outreach tailored specifically for underserved secondary school students. this article addresses this void by presenting an iterative pilot of a cybersecurity curriculum. this innovative curriculum integrates a one-week summer camp and a series of 1.5-hour workshops designed to provide students with a comprehensive understanding of cybersecurity. the overarching goal of this approach is to foster wider participation in the field of computing, particularly in the realm of cybersecurity. this research aims to spark interest among students who may currently face limited access to computing resources. the cybersecurity lessons featured in this curriculum adhere to the standards set by ***, an organization supported by the Cybersecurity and Infrastructure Agency (CISA). Key topics covered include networking, the confidentiality, integrity, and availability (CIA) triad, and operating system security. this paper not only outlines the process of creating and implementing these cybersecurity lessons but also emphasizes the iterative refinement process they underwent. the discussion primarily revolves around the valuable insights gained from implementing this curriculum at two prominent public universities in the eastern United States. By bridging the research gap and focusing on practical applications, this initiative contributes significantly to the broader discourse on cybersecurity education for underserved secondary school students.

关键词： summer camp secondary students cybersecurity education outreach

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NextBlocks: An Interactive Block Programming Platform 29

NextBlocks: An Interactive Block Programming Platform

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29th Annual conference on innovation and technology in computer science education (ITiCSE)

作者： Pereira, Duarte Barbosa, Fernanda Morgado, Carmen Nova Sch Sci & Technol Dept Comp Sci Caparica Setubal Portugal

ISBN: (纸本)9798400706004

Since Seymour Papert's work with the Logo programming language in the 1960s, there has been a prevailing belief in the effectiveness of visual programming environments for teaching programming to children and novices. As these platforms evolved and became more prevalent, using block programming to teach children and beginners became increasingly more common. However, modern block programming platforms like Scratch and *** excessively restrict educators by not allowing them to create custom exercises in the platform. they also tend to make programming a solo activity, not allowing for collaboration and cooperation between learners (Scratch is an exception in this regard). Additionally, they are usually located in standalone websites instead of being implemented in locations that students already frequent regularly. Having identified these gaps in the field of block programming environments, this paper proposes NextBlocks, a new block programming platform implemented as a Moodle plugin. this platform enables educators to create custom exercises, emphasizing social perception and collaboration features. It supports features that are uncommon in block programming environments, contributing to a more interactive and engaging learning experience. Furthermore, being integrated into the Moodle Learning Management System makes NextBlocks more easily accessible within the educational framework. As an open-source platform, besides solving current challenges, it can also serve as a foundation for future expansion by the education community. this paper explores some of the unique features of NextBlocks, presents a case study on the platform, and discusses its potential contributions to enhancing programming education for beginners within a collaborative learning environment.

关键词： Visual Programming Environments Block Programming Moodle computer science education Social Perception and Collaboration

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Scalable Feedback for Student Live Coding in Large Courses Using Automatic Error Grouping 29

Scalable Feedback for Student Live Coding in Large Courses U...

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29th Annual conference on innovation and technology in computer science education (ITiCSE)

作者： Strickroth, Sven Ludwig Maximilians Univ Munchen Munich Germany

ISBN: (纸本)9798400706004

Programming courses in higher education are often attended by several hundred students. In such large-scale courses, direct instruction is often the last resort, resulting in mostly passive students and limited social interaction. the instructor may present worked examples or perform live coding and the students try to reproduce these on their devices. However, there is usually no live coding where students work on small programming assignments themselves directly in class, because the instructor does not have a timely/rapid overviewof the most important common issues that are prevalent in class to support the students. this paper presents experiences with a teaching format to activate students that addresses the aforementioned issues. After students have worked on a small assignment and uploaded their solution attempt within a specified time period, an extended e-assessment system analyzes all submissions and instantly provides an overview of the number of correct submissions as well as all common errors and their frequency to assist the instructor in the immediate tailored discussion. this approach makes it possible to engage students, make student performance visible to all participants, and discuss the most common errors. Students liked "their" live coding, the discussion of "their" errors, and want to do it more often, although not many students uploaded their solution attempts. the teaching scenario, benefits, pitfalls, possible improvements, and further application scenarios are discussed.

关键词： Live Coding Audience Response Just-in-Time Teaching Programming education Live Feedback FormativeAssessment E-Assessment

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A User Experience Study of MeetingMayhem: A Web-Based Game to Teach Adversarial thinking 29

A User Experience Study of MeetingMayhem: A Web-Based Game t...

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29th Annual conference on innovation and technology in computer science education (ITiCSE)

作者： Huang, Shan Lee, Jiwoo Zhao, Chenyan Herman, Geoffrey L. Olano, Marc Oliva, Linda Sherman, Alan Univ Illinois Urbana IL 61820 USA Univ Maryland Baltimore Cty Baltimore MD 21228 USA

ISBN: (纸本)9798400706004

We report on our experiences fielding MeetingMayhem, an interactive game that we developed, which introduces students to fundamental concepts in network security, cybersecurity, and adversarial thinking. the game is intended for students who do not necessarily have any prior background in computer science. Assuming the role of agents, two players exchange messages over a network to try to agree on a meeting time and location, while an adversary interferes with their plan. Following the Dolev-Yao model, the adversary has full control of the network: they can see all messages and modify, block, or forward them. We designed the game as a web application, where groups of three students play the game, taking turns being the adversary. the adversary is a legitimate communicant on the network, and the agents do not know who is the other agent and who is the adversary. through gameplay, we expect students to be able to (1) identify the dangers of communicating through a computer network, (2) describe the capabilities of a Dolev-Yao adversary, and (3) apply three cryptographic primitives: symmetric encryption, asymmetric encryption, and digital signatures. We conducted surveys, focus groups, and interviews to evaluate the effectiveness of the game in achieving the learning objectives. the game helped students achieve the first two learning objectives, as well as using symmetric encryption. We found that students enjoyed playing MeetingMayhem. We are revising MeetingMayhem to improve its user interface and to better support students to learn about asymmetric encryption and digital signatures.

关键词： cybersecurity education educational game network security

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First Year CS Students Exploring And Identifying Biases and Social Injustices in Text-to-Image Generative AI 29

First Year CS Students Exploring And Identifying Biases and ...

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29th Annual conference on innovation and technology in computer science education (ITiCSE)

作者： Apiola, Mikko Vartiainen, Henriikka Tedre, Matti Univ Eastern Finland Sch Comp Joensuu Finland Univ Eastern Finland Sch Appl Educ Sci & Teacher Educ Joensuu Finland

ISBN: (纸本)9798400706004

Generative AI is a recent breakthrough in AI. While it has become a hot topic in computing education research (CER), much of the recent research has focused on e.g. issues of plagiarism or academic integrity. One problem spot with Generative AI is its susceptibility to various kinds of algorithmic bias. In this study, we collected data from an introductory computing course, where students experimented with text-to-image generative models and reflected on their generated image sets, in terms of biases, related harms, and possible fixes. Data were collected in Fall 2023 (pilot data in Fall 2022). Data included reports from 163 students. the results show (1) a variety of bias types observed by students related to gender, ethnicity, age, as well as a variety of bias types not observed by students, (2) two major types of attributions for the source of bias: bias caused by biases in the society and bias caused by data or algorithms, and (3) a number of potential harms associated with the biases, as well as attributions of those harms in specific contexts and use cases.

关键词： Generative AI Bias Social Injustice Critical Computing education

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Scalable Autograding for Quantum Programming Assignments 29

Scalable Autograding for Quantum Programming Assignments

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29th Annual conference on innovation and technology in computer science education (ITiCSE)

作者： Beaumont, Jonathan Wakevainen, Kathryn Univ Michigan Ann Arbor MI 48109 USA

ISBN: (纸本)9798400706004

Quantum computing has gained significant prominence within computer science curricula. Unfortunately, the conventional mechanism for grading programming assignments (running students' code on multiple test cases and verifying the output) is impractical for quantum computing. Scalable quantum computers are unlikely to be available for at least the next several years, and all known methods of simulating their behavior require exponential time. In this work, we present an efficient autograding methodology for quantum programs predicated on two observations: 1) there already exist efficient average-case methods for comparing two implementations of a quantum function for equivalency, and 2) most student submissions for an assignment are functionally identical to at least one previous submission. Our autograder maintains a database of previous submissions and iteratively compares incoming ones against this database. If no matches are found, a series of expensive simulations are performed to assign a score, and the submission along with its grade is added to the database. In the more common case of a hit, the matching score is automatically applied without the need for simulation. In a case study involving an undergraduate quantum computing course, our approach reduced total execution time needed to grade student submissions by 90% when compared to traditional autograding methods while maintaining the same granularity of feedback. We also show that our system demonstrates the largest speedups when under maximum stress, acting as a load balancer and reducing the percentage that hardware must be overprovisioned to handle the maximum load by 20%, yielding a total reduction of 92%.

关键词： quantum computing education curriculum design

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Insights from the Field: Exploring Students' Perspectives on Bad Unit Testing Practices 29

Insights from the Field: Exploring Students' Perspectives on...

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29th Annual conference on innovation and technology in computer science education (ITiCSE)

作者： Peruma, Anthony AlOmar, Eman Abdullah Aljedaani, Wajdi Newman, Christian D. Mkaouer, Mohamed Wiem Univ Hawaii Manoa Honolulu HI 96822 USA Stevens Inst Technol Hoboken NJ USA Univ North Texas Denton TX USA Rochester Inst Technol Rochester NY USA Univ Michigan Flint Flint MI USA

ISBN: (纸本)9798400706004

Educating students about software testing practices is integral to the curricula of many computer science-related courses and typically involves students writing unit tests. Similar to production/source code, students might inadvertently deviate from established unit testing best practices, and introduce problematic code, referred to as test smells, into their test suites. Given the extensive catalog of test smells, it becomes challenging for students to identify test smells in their code, especially for those who lack experience with testing practices. In this experience report, we aim to increase students' awareness of bad unit testing practices, and detail the outcomes of having 184 students from three higher educational institutes utilize an IDE plugin to automatically detect test smells in their code. Our findings show that while students report on the plugin's usefulness in learning about and detecting test smells, they also identify specific test smells that they consider harmless. We anticipate that our findings will support academia in refining course curricula on unit testing and enabling educators to support students with code review strategies of test code.

关键词： software engineering code quality test smells unit testing education open-source tool tsdetect

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Utilizing the Constrained K-Means Algorithm and Pre-Class Github Contribution Statistics for Forming Student Teams 29

Utilizing the Constrained K-Means Algorithm and Pre-Class Gi...

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29th Annual conference on innovation and technology in computer science education (ITiCSE)

作者： Cui, Jialin Zhou, Fangtong Liu, Chengyuan Jia, Qinjin Song, Yang Gehringer, Edward North Carolina State Univ Raleigh NC 27695 USA Univ N Carolina Wilmington NC USA

ISBN: (纸本)9798400706004

In modern software engineering education, team formation is crucial for mimicking real-world collaborative scenarios and boosting project-based learning outcomes. this paper introduces a simple, innovative, and universally adaptable method for forming student teams within a software engineering class. We utilize publicly available pre-class Github metrics as our input variables (e.g., number of commits, pull requests, code size, etc.). For team formation, the constrained k-means algorithm is employed. this algorithm embraces domain-specific constraints, ensuring the resulting teams not only resonate with the inherent data clusters but also meet educational requirements. Preliminary results suggest that our methodology yields teams with a harmonious blend of skills, experiences, and collaborative potentials, thereby setting the stage for enhanced project success and enriched learning experiences. Quantitative analyses show that teams formed via our approach outperform both randomly assembled teams and student self-selected teams concerning project grades. Moreover, teams created using our method also display a reduced standard deviation in grades, suggesting a more consistent performance across the board.

关键词： Software Engineering education Teamwork and Collaboration Qualitative Study Statistical Study Github

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