Dale Reed

A perceptual assistant to do sound equalization

This paper describes an intelligent interface to assist in the expert perceptual task of sound equalization. This is commonly done by a sound engineer in a recording studio, live concert setting, or in setting up audio systems. The system uses inductive learning to acquire expert skill using nearest neighbor pattern recognition. This skill is then used in a sound equalization expert system, which learns to proficiently adjust the timbres (tonal qualities) of brightness, darkness, and smoothness in a context-dependent fashion. The computer is used as a tool to sense, process, and act in helping the user perform a perceptual task. Adjusting timbres of sound is complicated by the fact that there are non-linear relationships between equalization adjustments and perceived sound quality changes. The developed system shows that the nearest-neighbor context-dependent equalization is rated 68% higher than the set linear average equalization and that it is preferred 81% of the time.

The Impact of the Exploring Computer Science Instructional Model in Chicago Public Schools

As part of the Taste of Computing project, the Exploring Computer Science (ECS) instructional model has been expanded to many high schools in the Chicago Public Schools system. The authors report on initial outcomes showing that students value the ECS course experience, resulting in increased awareness of and interest in the field of computer science. The authors also compare these results by race and gender. The data provide a good basis for exploring the impact of meaningful computer science instruction on students from groups underrepresented in computing; of several hundred students surveyed, nearly half were female, and over half were Hispanic or African American.

Capturing perceptual expertise: a sound equalization expert system

This paper describes an intelligent interface to assist in the expert perceptual task of sound equalization. Inductive learning is used to acquire expert skill using nearest neighbor pattern recognition. This skill is then used in a sound equalization expert system, which proficiently adjusts the timbres (tonal qualities) of sound in a context-dependent fashion. The computer is used as a tool to sense, process, and act in helping the user perform a perceptual task. The developed system shows that the nearest-neighbor context-dependent equalization is rated 68% higher than the set linear average equalization and that it is preferred 81% of the time.

The impact of meaningful high school computer science experiences in the Chicago Public Schools

We report on initial outcomes of the Taste of Computing project, under which a meaningful computer science course has been initiated in many high schools of the Chicago Public Schools system. Surveys of students have shown that they attribute high value to the course and have experienced increases in their understanding and interest regarding the computing field. Data was also collected from teachers participating in professional development regarding their preparation and confidence in teaching the new course. We report on the strengths of various survey responses and their relationships, and we compare student responses by race and gender. The data provide a good basis for exploring the impact of meaningful computer science instruction on students from groups under represented in computing; of several hundred students surveyed, nearly half were female, and over half were Hispanic or African-American.

CS as a Graduation Requirement: Catalyst for Systemic Change

Since President Obamas announcement of the Computer Science for All Initiative in 2016, there has been a surge in the number of districts that are planning for or newly implementing computer science (CS) offerings at their schools. Chicago Public Schools (CPS) is the first large school district to have adopted Computer Science as a high school graduation requirement, taking this significant step along the path towards systemic change. The foundation was laid eight years ago when an informal alliance was formed between a CPS high school CS teacher, a CPS administrator, and three university computer scientists.

The Impact of AP Computer Science Principles: Are You Ready to Change Your Undergraduate Courses?

1.SUMMARY In the last few years, there has been a groundswell of programs to support more and better computer science (CS) education in K-12. A large number of organizations and institutions including ACM, Code.org, CSTA and the National Science Foundation (NSF) have worked to make CS more available and engaging and in this way increase the CS into post-secondary CS programs. NSFs CS10K initiative, for example, aimed to “have rigorous, academic curricula incorporated into computing courses in 10,000 high schools, taught by 10,000 well-trained teachers” [3]. These initiatives have energized the education world and have resulted in sweeping changes in the way that computing is being taught at in K-12. Examples include the College Board’s CS Principles Course [1], the Beauty and Joy of Computing [2,4], UTeach CS Principles [5, 41], and Mobile CSP [6, 7].

Social Justice and Equity in CS Education: Inaugural Launch of AP Computer Science Principles

The inaugural launch of the College Boards Advanced Placement Computer Science Principles (AP CSP) course coincided within the same year of the announcement of CS For All, a bold national initiative that seeks to support the expansion of computer science education in America, and to empower students to learn computer science and obtain the computational thinking skills needed to thrive in todays transforming digital world. The intent of the AP CSP course supports this initiative as it aims to promote social justice and equity in computer science education. The course is designed to be appealing to a broader audience, including females and minority students, who are underrepresented in computer science, thus providing increased access and opportunity for students to study computer science at the secondary level.

Using App Inventor in Introductory CS Courses

Meimei Gao Mercer County Community College Business & Technology Division 1200 Old Trenton Road West Windsor, NJ 08550 gaom@mccc.edu Julie Johnson Vanderbilt University Elec. Eng. & Comp. Sci. Dept. 2301 Vanderbilt Place Nashville, TN 37235 Julie.l.johnson@vanderbilt.edu Dale Reed University of Illinois at Chicago Dept. of Computer Science 851 S. Morgan St. (MC 152) Chicago, IL 60607-7053 reed@uic.edu Cate Sheller Kirkwood Community College Math/Science Dept. 6301 Kirkwood Blvd SW Cedar Rapids, IA 52402 USA Cate.Sheller@kirkwood.edu Franklyn Turbak (Moderator) Wellesley College Computer Science Dept. 136 Central St. Wellesley MA, 02481 fturbak@wellesley.edu

Tools for Outreach Presentations

We present resources we have constructed and culled from the internet that can be used in computing outreach visits in K--12 classrooms, especially high schools. We have used such tools at about 100 schools, reaching several thousand students, and achieving positive attitudinal responses in surveys of several hundred of these students.

Loyola/Aspira PREP: A Bilingual Educational Program

This report describes the Loyola/Aspira Pre-Freshman Enrichment Program (or simply, PREP), an on-going bilingual educational program which integrates computer science, engineering, and physics in intellectually nurturing Latino students of high potential but limited opportunity who are entering grades seven through nine. A highly interactive hands-on pedagogical approach, innovative curriculum, and interest-stimulating experiences are used to enable and motivate students to take college-preparatory courses in engineering, science, and mathematics, ultimately promoting their entry into sophisticated R&D careers. Sponsored by Loyola University Chicago in conjunction with Aspira of Illinois and funded by DOE and NSF, the program combines a six-week commuter program with a thirteen-week academic year follow-up.