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50th ACM-SIGCSE Technical Symposium on Computer Science Education (SIGCSE)

作者： Rankin, Yolanda A. Thomas, Jakita O. Irish, India Florida State Univ Sch Informat Tallahassee FL 32306 USA Auburn Univ Comp Sci & SW Engn Auburn AL 36849 USA Georgia Tech Sch Interact Comp Atlanta GA USA

ISBN: (纸本)9781450358903

African American women who have little if any experience in computer programming prior to matriculation into college often struggle in introductory CS courses that emphasize programming from the outset. These same students feel underprepared and disadvantaged, oftentimes choosing to withdraw from such courses which contributes to the underrepresentation of African American women in CS. The challenge lies in creating equitable learning environments that bridge students' everyday experiences to fundamental CS concepts. In this experience report, we introduce the Dessert Wars Challenge, an alternative pedagogical strategy that leverages students' everyday experiences with food to forge meaningful connections to CS. We examine how African American women's participation in the Dessert Wars Challenge supports the development of their computational algorithmic thinking (CAT) capabilities, the ability to design, implement, assess and adapt algorithms, and contributes to their retention in a college-level introductory CS course.

关键词： African American women computational algorithmic thinking food

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The computational algorithmic thinking (CAT) Capability Flow: An Approach to Articulating CAT Capabilities over Time in African-American Middle-school Girls 18

The Computational Algorithmic Thinking (CAT) Capability Flow...

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49th ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE)

作者： Thomas, Jakita O. Auburn Univ 1301 Shelby Ctr Auburn AL 36849 USA

ISBN: (纸本)9781450351034

computational algorithmic thinking (CAT) is the ability to design, implement, and assess the implementation of algorithms to solve a range of problems. It involves identifying and understanding a problem, articulating an algorithm or set of algorithms in the form of a solution to the problem, implementing that solution in such a way that the solution solves the problem, and evaluating the solution based on some set of criteria. Supporting computational algorithmic thinking (SCAT) is both a longitudinal between-subjects exploratory research project and a free enrichment program supporting and guiding African-American middle school girls over three years as they iteratively design a set of games for social change. This paper explores the CAT Capability Flow, which begins to describe the processes and sub-skills and capabilities involve in CAT. To do this, we engage in an approach which results in an initial flowchart that depicts the processes students are engaging in as an iteratively-refined articulation of the steps involved in computational algorithmic thinking.

关键词： computational algorithmic thinking CAT capability flow African-American middle school girls

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Exploring the Difficulties African-American Middle School Girls Face Enacting computational algorithmic thinking over three Years while Designing Games for Social Change

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COMPUTER SUPPORTED COOPERATIVE WORK-THE JOURNAL OF COLLABORATIVE COMPUTING AND WORK PRACTICES 2017年第4-6期26卷 389-421页

作者： Thomas, Jakita O. Rankin, Yolanda Minor, Rachelle Sun, Li Auburn Univ Auburn AL 36849 USA Florida State Univ Tallahassee FL USA Spelman Coll Atlanta GA 30314 USA

computational algorithmic thinking (CAT) is the ability to design, implement, and assess the implementation of algorithms to solve a range of problems. It involves identifying and understanding a problem, articulating an algorithm or set of algorithms in the form of a solution to the problem, implementing that solution in such a way that the solution solves the problem, and evaluating the solution based on some set of criteria. CAT is an important scaffolded on-ramp as students develop more advanced computational thinking capabilities and apply computational thinking to solve problems that are more constrained and require greater expertise. Supporting computational algorithmic thinking (SCAT) is both a longitudinal between-subjects research project and a free enrichment program supporting and guiding African-American middle school girls over three years as they iteratively design a set of complex games for social change. This article explores Scholars' reflections about the difficulties they faced while using CAT capabilities as they engaged in collaborative game design for social change over those three years. We particularly focus on how these difficulties changed over the course of three years as well as new difficulties that emerged from year to year as Scholars become more expert game designers and computational algorithmic thinkers.

关键词： computational algorithmic thinking game design computer science computational thinking african-american middle school girls social change

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Supporting computational algorithmic thinking (SCAT): development of a complex cognitive capability in african-american middle-school girls (abstract only) 14

Supporting computational algorithmic thinking (SCAT): develo...

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Proceedings of the 45th ACM technical symposium on Computer science education

作者： Jakita O. Thomas Spelman College Atlanta GA USA

ISBN: (纸本)9781450326056

computational algorithmic thinking (CAT) is the ability to design, implement, and assess the implementation of algorithms to solve a range of problems. It involves identifying and understanding a problem, articulating an algorithm or set of algorithms in the form of a solution to the problem, implementing that solution in such a way that it solves the problem, and evaluating the solution based on some set of criteria. Supporting computational algorithmic thinking (SCAT) is a research project that explores how African-American middle-school girls develop CAT capabilities over time in the context of game design. SCAT is also a free enrichment program designed to expose middle school girls to game design. Spanning three years, participants, also called SCAT Scholars, develop CAT capabilities as they design more and more complex games. This poster presents the Supporting computational algorithmic thinking (SCAT) project, which is an on-going longitudinal between-subjects research project whose goals are: 1) to guide African-American middle school girls through the iterative game design cycle over three years resulting in a set of complex games around broad themes, and 2) to expose them to the broad range of opportunities that exist for them in all types of industries and areas if they develop their CAT capabilities.

关键词： game design computational algorithmic thinking african-american complex cognitive capability girls game design cycle middle-school SCAT

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It's All In The Mix: Leveraging food to increase students' persistence in Computer Science 1

It's All In The Mix: Leveraging food to increase students' p...

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Research on Equity and Sustained Participation in Engineering Computing and Technology

作者： Thomas, Jakita O. Rankin, Yolanda Spelman Coll Comp & Informat Sci Atlanta GA 30314 USA

ISBN: (纸本)9781509001514

Computer Science courses seek to hone students' computational algorithmic thinking (CAT) capabilities. Oftentimes, students fail to recognize the connection between CAT in everyday life and its application in academic settings. One context in which people have a great deal of experience and expertise engaging in the design, implementation, and assessment of algorithms is food. This paper describes It's All In The Mix, which provides an anchoring experience for African-American undergraduate STEM majors.

关键词： African-American students computational algorithmic thinking computer science education cooking recipes

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