Amanda M. Holland-Minkley

Teaching Computer Science through Problems, Not Solutions

Regardless of the course topic, every instructor in a computing field endeavors to engage their students in deep problem-solving and critical thinking. One of the specific learning outcomes throughout our computer science curriculum is the development of independent, capable problem solving – And we believe good pedagogy can bring such about. Our experiences indicate to us that students improve their ability to analyze and solve complex computational problems when we pursue pedagogies that support them in developing these skills incrementally. Specifically, we pursue a problem-based learning approach that we apply individually in each course as well as across the entire curriculum of our department, instead of solely considering our pedagogy on a course-by-course basis.

Cyberattacks: a lab-based introduction to computer security

This paper describes a lab-based course in computer security targeted at non-majors and introductory-level students at a liberal arts college. The course material exposes students to actual malware and hacking attacks through experiments in an isolated computer lab. Through these experiments, students not only gain technical knowledge about computer security, but are also introduced to many of the topics from an introductory information technology course. The course culminates in students designing and performing their own experiments in security.

A case for building inclusive research communities as an integral part of science and engineering graduate education

Addresses the issue of research communities in science and engineering and their effects on graduate students, and women in particular. We present our observations of graduate student experiences in one particular research community. These observations are considered in the context of research done by national science institutes and feminist theorists about the under-representation of women in scientific research communities. We offer suggestions as to how community-building activities can enhance science and the scientific experience for all involved.

Classification of the Environment of Protein Residues

We have studied the classification of the environment of residues within protein structures. Eisenbergs original idea created environmental categories to discriminate between similar residues [Bowie et al., Science (1991), 253, 164–170]. These environments grouped residues based upon their buried surface area, polarity of the surrounding environment, and secondary structure element in which the residue is found. However, Eisenbergs original categories led to incomplete discrimination between residues that only partially substitute for each other. We have expanded on Eisenbergs original idea of environmental categories, by both considering additional contacts in the calculation of the solvent-accessible molecular surface area and by subdividing the environmental plot into regions based upon its theoretical features. Our alternative surface area calculations were used in conjunction with the polarity of the environment of the residue to define a new set of environmental categories. These new categories were able to discriminate between residues such as threonine, valine, and aspartic acid while reflecting the propensity of these residues to substitute for each other.

Improving Engagement in Introductory Courses with Homework Resubmission

This paper describes the introduction of a feedback-revision-resubmission cycle for homework assignments in two introductory courses. The goal was to increase student engagement with homework assignments as an important tool for concept practice and mastery. A review of the effects in both an object-oriented programming course and a relational databases course shows positive outcomes as reflected in both course evaluations and a decision tree analysis of student performance on assignments.

Correlating Problems Throughout an Interdisciplinary Curriculum

The curriculum of the Information Technology Leadership program at Washington & Jefferson College addresses technical problems from content fields in the Arts, Humanities, Social Sciences, and Traditional Sciences. Despite our broad and in some ways disparate approach to the study of IT, we have identified common learning outcomes for the program. One of the learning outcomes targeted by the curriculum is the development of independent, proficient problem solving. Our experiences indicate us that students improve their ability to analyze and solve complex computational problems when we pursue pedagogies that support them in developing these skills incrementally. Specifically, we employ a problem-based learning approach that we apply individually in each course as well as across the entire curriculum of our department. This cohesive approach enables us to build on earlier problem-solving experiences throughout later courses and build upon that cognitive expertise.

Computing Education in Liberal Arts Colleges: A Status Report of the SIGCSE Committee

The SIGCSE Committee on Computing Education in Liberal Arts Colleges was approved in late 2015 and began organizing itself at SIGCSE 2016. The Committee has made an initial survey of the liberal arts computer science landscape, and has identified some central issues for more detailed study. This session will present the Committees initial findings and future plans, and will solicit audience participation in refining the set of central issues and identifying possible resolutions to them.

Communicating What Liberal Arts Colleges Contribute to Computer Science (Abstract Only)

How can CS faculty at liberal arts colleges better communicate with colleagues and the public about the value our institutions offer? Liberal arts colleges play an important role in undergraduate CS education. Liberal arts skills are widely valued in the tech industry, many liberal arts undergraduates go on to earn Ph.D.s in STEM, and many of the educational innovations presented at SIGCSE are developed by liberal arts faculty. Yet, our colleagues at research universities often misunderstand what we do at liberal arts colleges. And while we see the liberal arts and computer science as supporting each other, the popular media tends to portray them as diametrically opposed. These misconceptions limit our opportunities to attract new students and colleagues, as well as opportunities to contribute to public discourse about the important role of information technology in our society. In this BoF, we aim to collaboratively develop communication strategies for individual participants and for the liberal arts CS community as a whole.

New Directions for Computing Education

This chapter introduces the volume New Directions for Computing Education: Embedding Computing Across Disciplines. In this text, ideas on how to prepare students to enter the fields of computer science and computing are under review. Specifically this book considers new approaches to computing education, and makes the case that institutions should consider whether computing requires an educational approach that is inherently interdisciplinary rather than that of the traditional computer science model. The argument extends to suggest that an interdisciplinary approach to computing education is valuable for students, faculty, and institutions. Structurally, this book considers the case for interdisciplinary computing education, reflects upon pedagogical and curricular approaches, and then presents case studies and examples to illustrate how such work is currently being conducted.

Re-envisioning Computing Across Disciplines

This chapter introduces the volume New Directions for Computing Education: Embedding Computing Across Disciplines. In this text, ideas on how to prepare students to enter the fields of computer science and computing are under review. Specifically this book considers new approaches to computing education, and makes the case that institutions should consider whether computing requires an educational approach that is inherently interdisciplinary rather than that of the traditional computer science model. The argument extends to suggest that an interdisciplinary approach to computing education is valuable for students, faculty, and institutions. Structurally, this book considers the case for interdisciplinary computing education, reflects upon pedagogical and curricular approaches, and then presents case studies and examples to illustrate how such work is currently being conducted.