Mark Stehlik

The design view: a design oriented, high-level visual programming environment

The authors propose a concise graphical convention for representing a problem decomposition that can be used on paper, in the classroom, and on the computer. They then propose an implementation of this convention as an extension to an existing structure-editor programming environment, which allows high-level design to take-place online. As the user graphically edits this design, the system silently tracks the set of low-level details that are necessary to ultimately conform the program code with the design. The necessary changes are then presented sequentially to the user after the design phase is complete. It is further suggested that this convention is useful as a way to view already completed programs, and as a tool for debugging.<<ETX>>

Code comprehension problems as learning events

Code comprehension problems have been shown to be effective assessment items in computer science education. In this paper we present qualitative and quantitative results of a study evaluating the effectiveness of code comprehension questions with feedback as learning events. Students taking an introductory programming course that satisfies a university requirement interacted with an online tutoring system using code comprehension problems about simple array algorithms as a part of a homework assignment. Students answered the problems in their own words first, before selecting a multiple choice option from the system. Both the open-ended and multiple-choice responses were collected and analyzed. Results indicate that code comprehension questions with appropriate feedback can be learning events. The use of open-ended and multiple choice responses to the same question is also shown to be useful in refining distracter items for future assessment. Recommendations from this study can be applied not only to tutoring systems, but also to the type of interactions used in worked examples in class lecture and textbook production.

Current and future direction of the advanced placement exam

Through a larger initiative involving mathematical sciences faculty from the three State of Iowa Board of Regents’ institutions, faculty members from the Departments of Statistics and Mathematics at Iowa State University have started a collaboration in the area of statistics training for future and current mathematics teachers. In this paper, we begin by discussing the recent developments in high school mathematics education at both the state and national level that served as a focus for change in the statistics education of mathematics teachers in the state. We then describe our present efforts in changing curriculum in statistical content and pedagogy in the undergraduate and graduate programs at Iowa State for future and current mathematics teachers. Finally, we offer some direction for future work in these regards.

Approaches to programming assignments in CS 1 and CS 2

The assignments in CS1 and CS2 (introductory and intermediate programming) serve two important purposes. The obvious one is to teach students various language features and allow them to develop their programming skills. In addition, well-chosen assignments also teach students how computers are used in the world outside the classroom, and stimulate them to think about the ramifications of computerization in society. In many courses, students spend a large amount of their time on programming assignments, which determine a large portion of their grade. This self-moderated panel brings together three teachers who take different approaches to programming assignments in their classes. Mike Clancy will talk about the case studies approach. Rich Pattis will address assignments that involve software components. Mark Stehlik will talk about writing and enhancing a single program throughout the entire course. Besides describing the mechanics of their classes, and explaining the philosophy and implement ation of their approaches, the panelists will address the following topics: 1. Inspiration: where do assignments come from — programming books; problem books; articles in magazines; projects for other departments 2. Process: how to create a programming assignment — which comes first, the code or specification; judging difficulty; simplifying too-complicated assignments and complicating too-simple assignments 3. Deliverables: what do the students get — articles; problem description; design information; (partial) code; test data; solutions (when the assignment is finished) 4. Mechanics: conditions under which students produce their solutions — open/closed labs; partnerships; staff help; checking progress; midstream specification changes; solution turn-in procedures 5. Grading: what to evaluate, how and when — criteria for evaluation; feedback: online/offline, by whom, English vs. Numerical, time to complete, appeals; late programs 6. Miscellaneous issues — cheating, assignment reuse The panelists will each discuss one of their assignments in depth, supplying handouts of the materials that the students receive, plus a solution program. We will also hand out a bibliography of about two dozen problem books.

Progress in surfacing computer science in STEM

As the Science, Technology, Engineering, and Mathematics (STEM) education reform wave has swept the United States, ACM and CSTA, among other organizations, have worked to push K-12 computer science toward the “core” of a student’s education. We are at a critical point for K12 computer science education particularly with a potential new AP course called CS Principles [2] being designed and piloted for introduction into secondary schools in the next few years. Significant questions remain as to whether computer science is really at the table when key decisions are made about how schools and states allocate their education resources. Major policy issues still exist for K-12 computer science education. There is deep confusion about computer science teacher certification, courses, gender and diversity gaps in students, and whether computer science courses “count” toward a student’s graduation requirements. This special session will present groundbreaking research reflecting how computer science education is treated in each of the 50 states coupled with initiatives to transform the national education policy landscape for K-12 computer science education. It will connect the broad SIGCSE community by giving them new data and a call to action to get involved in a new coalition called “Computing in the Core.” This new coalition seeks to ensure computer science is at the core of education for all students.

Computer what?! Designing outreach activities to introduce computer science to K-12 in Qatar

Qatar is working towards becoming a knowledge-based society by 2030. However, there is a limited understanding of the field of computer science, especially at the K-12 level, as well as its potential impact to achieve the above goal. We have developed several outreach activities to help introduce K-12 students and their teachers to computer science through workshops on CS such as education, problem solving through puzzles, programming through Alice, robotics, and high school programming competitions. These initiatives have dramatically improved the understanding and acceptance of the field of computer science in Qatar in K-12 students, teachers, and administrators.

Surfacing computer science in STEM education

1. Summary Discussion regarding proposals and polices to improve Science, Technology, Engineering, and Mathematics (STEM) education in K-12 now span from local school boards up to the President of the United States [1]. It is no longer a question of whether STEM education will be a focus within K-12 education; it is how the United States and other nations are going to accomplish reform. Despite this attention, the computing education community still has important questions about whether STEM really includes all disciplines and whether the push toward “core” subjects [2] will leave sufficient room for rigorous and engaging computer science courses. This special session will present new research reflecting how computer science education is treated in each of the 50 states coupled with perspectives on the national education policy landscape and strategies for reform. It will connect the broad SIGCSE community to the policy issues by giving them new data and a call to action to help surface computer science within STEM in the discussions that are now happening around the country.

The creation and use of scoring standards (rubrics): experiences with the advanced placement computer science exam (abstract)

Each year the Educational Testing Service in conjunction with the College Board administers many Advanced Placement tests. Among them are the AP Computer Science A and AB tests. In 1993, about 10,000 exams were taken. Each test has a multiple choice section (machine graded) and a freeresponse section. With four questions to answer in this section, ETS hires faculty consultants to grade the approximately 40,000 exam questions.

Roundtable on structure editing (panel session): teachers' experiences using Carnegie Mellon's GENIE programming environments

Chair: Dennis R. Goldenson, Carnegie Mellon University, Pittsburgh, Pennsylvania Panel: Michael Brown, Kiskiminetas Springs School, Saltsberg, Pennsylvania Jane Bruemmer, Park Hill Senior High School, Kansas City, Missouri Nathan Hull, New York University Roy Jones, Stanford University Joseph Krnoch, Washington High School, Milwaukee, Wisconsin Bruce McClellan, North High School, Minneapolis, Minnesota Philip Miller, Carnegie Mellon University Mark Stehlik, Carnegie Mellon University Laurie Werth, The University of Texas at Austin