Amber Settle

A framework for computational thinking across the curriculum

We describe a framework for implementing computational thinking in a broad variety of general education courses. The framework is designed to be used by faculty without formal training in information technology in order to understand and integrate computational thinking into their own general education courses. The framework includes examples of computational thinking in a variety of general education courses, as well as sample in-class activities, assignments, and other assessments for the courses. The examples in the different courses are related and differentiated using categories taken from Denning Great Principles of Computing, so that similar types of computational thinking appearing in different contexts are brought together. This aids understanding of the computational thinking found in the courses and provides a template for future work on new course materials. Specific examples of computational thinking in the design category are provided in the context of three distinct courses.

Testing first: emphasizing testing in early programming courses

The complexity of languages like Java and C++ can make introductory programming classes in these languages extremely challenging for many students. Part of the complexity comes from the large number of concepts and language features that students are expected to learn while having little time for adequate practice or examples. A second source of difficulty is the emphasis that object-oriented programming places on abstraction. We believe that by placing a larger emphasis on testing in programming assignments in these introductory courses, students have an opportunity for extra practice with the language, and this affords them a gentler transition into the abstract thinking needed for programming. In this paper we describe how we emphasized testing in introductory programming assignments by requiring that students design and implement tests before starting on the program itself. We also provide some preliminary results and student reactions.

Infusing computational thinking into the middle- and high-school curriculum

In recent years there have been significant efforts to revamp undergraduate and K-12 curricula to emphasize computational thinking, a term popularized by Jeannette Wing in 2006. We describe work introducing and enhancing computational thinking activities and assessments in the middle- and high-school curriculum at the University of Chicago Lab Schools. In total six courses were altered as a part of the Computational Thinking across the Curriculum Project: middle-school and high-school computer science, and high-school Latin, graphic arts, English, and history. We detail the modifications to the curriculum and discuss the successes and challenges of the project.

Smaller solutions for the firing squad

In this paper we improve the bounds on the complexity of solutions to the firing squad problem, also known as the firing synchronization problem. In the firing synchronization problem we consider a one-dimensional array of n identical finite automata. Initially all automata are in the same state except for one automaton designated as the initiator for the synchronization. Our results hold for the original problem, where the initiator may be located at either endpoint, and for the variant where any one of the automata may be the initiator, called the generalized problem. In both cases, the goal is to define the set of states and transition rules for the automata so that all machines enter a special fire state simultaneously and for the first time during the final round of the computation. In our work we improve the construction for the best known minimal-time solution to the generalized problem by reducing the number of states needed and give non-minimal-time solutions to the original and generalized problem that use fewer states than the corresponding minimal-time solutions.

Teaching game programming using XNA

As educators work to expand the audience interested in computer science, computer gaming programs have blossomed at a variety of educational institutions. Educators are coming to recognize that gaming is a compelling way to motivate students to learn challenging technical concepts such as programming, software engineering, algorithms, and project management. At the core of many gaming programs are game development courses, which teach technical aspects about software development in a motivating environment. While many game development courses share a common goal, the structure and goals of game development courses can be quite diverse. We describe a game development course that uses the XNA platform to allow a heterogeneous group of students to gain experience in all aspects of console game creation, an approach we believe has some interesting pedagogical benefits.

Bounding the firing synchronization problem on a ring

In this paper we improve the upper and lower bounds on the complexity of solutions to the firing synchronization problem on a ring. In this variant of the firing synchronization problem the goal is to synchronize a ring of identical finite automata. Initially, all automata are in the same state except for one automaton that is designated as the initiator for the synchronization. The goal is to define the set of states and the transition function for the automata so that all machines enter a special fire state for the first time and simultaneously during the final round of the computation. In our work we present two solutions to the ring firing synchronization problem, an 8-state minimal-time solution and a 6-state non-minimal-time solution. Both solutions use fewer states than the previous best-known minimal-time automaton, a 16-state solution due to Culik. We also give the first lower bounds on the number of states needed for solutions to the ring firing synchronization problem. We show that there is no 3-state solution and no 4-state, symmetric, minimal-time solution for the ring.

The present and future of computational thinking

1. Summary Intellectual constructs and tools that are widely used to solve the problems of society have been woven into educational programs. For example, the three R’s (reading, ‘riting & ‘rithmetic) are core to a strong fundamental education, and practitioners and researchers routinely apply these tools to their daily work. Computing has become an essential and pervasive problemsolving toolset. This development has fostered much discussion about the role of computing in a modern education, the broadening nature of computing majors and concentrations and their place in post-secondary institutions, for example, [6,7]. Computer science educators recognize the importance of improving information technology (IT) skills and fluency, and a number of studies have developed guidelines on how to do this [3,4]. However, computer science has analytical concepts and tools that offer educational benefits beyond simple IT fluency.

Computational thinking (CT): on weaving it in

1. Summary Computing offers essential problem-solving tools needed for contemporary challenges. The role of computing in education, and appropriate pathways for modern students, are of concern [10]. Educators recognize the importance of improving information technology (IT) skills and fluency, and studies have developed guidelines [7][8], but the analytical concepts and tools of computing have benefits beyond IT fluency.

Motivating and evaluating game development capstone projects

Designing an effective capstone course can be a challenge, particularly at a university on the quarter system. The capstone course is generally an integrative experience, designed to help students pull together skills they have learned throughout their college careers. Determining how to effectively evaluate the work that students do in a capstone course is a difficult task, particularly when the capstone is in a game development program. There are many measures of the quality of a game, some of which are less important in a curriculum focused on programming and production. Here we propose a set of metrics tailored to a game development capstone course. We consider two main metrics: technology metrics that focus the integration of standard, specific game technologies and design metrics that consider how well the implementation matches the game design at different stages of development. We also discuss several factors that we believe have contributed to success in the game development capstone course, including industry involvement as a student motivator and the use of XNA in the curriculum.

Beyond computer science: computational thinking across disciplines

In her influential CACM article, Jeannette Wing argues that computational thinking is an emerging basic skill that should become an integral part of every child’s education [14]. The potential impact of any approach for incorporating computational thinking into the curriculum is limited by the low enrollment in computing classes and the homogeneous population choosing these classes. While there are continuing efforts to draw students into computing courses, a complementary approach is to bring computational thinking into courses already taken by a diverse set of students. Because computing is transforming society and impacting many areas of study, providing students with meaningful exposure to computational thinking in other fields can be done without compromising existing learning goals.