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Database technology affects many disciplines beyond computer science and business. This paper describes two animations developed with images and color that visually and dynamically introduce fundamental relational database concepts and querying to students of many majors. The goal is for educators in diverse academic disciplines to incorporate the animations in their existing courses in order to meet their pedagogical needs. The introduction of the animations was assessed and evaluated within several contexts, including non-majors courses offered by computer scientists as well as a course on computational molecular biology. The evaluation indicated that student knowledge of fundamental database concepts improved significantly with the use of the courseware. The animations provide visual learners with an engaging method to learn the topics presented with the ability to replay the dynamic presentation. Overall, the evaluation indicates the accessibility of database topics across the disciplines as well as the specific concepts that need further elaboration. [ABSTRACT FROM AUTHOR]

The issue of plagiarism is discussed in the context of university education in disciplines related to computing. The focus is therefore mainly on software plagiarism. First, however, a case is made for the claim that the most important reason that plagiarism cannot be tolerated lies in the essence of the concept of a university as it is rooted in the Western cultural tradition. The main contribution of this paper is in providing firsthand insight into students' views on some of the delicate questions related to student plagiarism. However, this paper presents views from both sides of the question, including the views of staff members. This paper is quite unique in that it is coauthored by students who provide independent comments and recommendations. [ABSTRACT FROM PUBLISHER]

In the Internet era, students have increasingly lost interest in traditional lectures; as a consequence, their learning motivation and exam performance have decreased. The widespread adoption of learner-centered teaching methods that address this issue faces certain barriers, including: 1) the significant faculty effort necessary to prepare e-learning materials; 2) significant extra time required for active online communication with students; 3) student resistance to taking an active role in their education; and 4) lecturers’ common belief that learner-centered teaching activities do not allow discussion of all the required topics. This paper presents a case study based on one offering of an introductory digital systems course taught with a combination of learner-centered strategies selected to overcome these barriers and improve student performance. These measures included: 1) improving the student-teacher relationship; 2) applying intriguing, inductive, and counterintuitive approaches to introducing new concepts; 3) adopting puzzle-based quizzes integrated with peer instruction; 4) using an audience response system; 5) replacing certain lectures with tutorials; 6) reducing course duration; and 7) using a graphics tablet. The results obtained demonstrate significant improvements in lecture attendance and in student performance. The author believes that the approach presented here can benefit other engineering educators in similar courses. [ABSTRACT FROM AUTHOR]

This paper explores the use of a constructivist 21st-century learning model to implement a week-long workshop, delivered as a “hackathon,” to encourage preuniversity teenagers to pursue careers in STEM, with a particular emphasis on computer science. For Irish preuniversity students, their experience of computing can vary from word processing to foundational programming, and while many schools are looking to introduce more ICT into the classroom, many students are left with a narrow view of what computer science is all about. Twenty-one students participated in the workshop and completed pre- and post-surveys, and a free word association exercise in the areas of computing and careers in computing. Analysis revealed that students’ motivation to learn about the design process, programming, inputs and outputs, and wearable technology (wearables)/Internet of Things (IoT) increased following participation. There were also increases in confidence in inputs and outputs and wearables/IoT following participation, as well as changes in the computing word associations, with students associating computing more with computer programming terms rather than general terms such as the Internet. The findings suggest that the combination of a hackathon event and a model for 21st century learning can be effective in motivating and increasing the self-efficacy of preuniversity teenagers in a number of emerging technological contexts such as IoT and wearables. [ABSTRACT FROM PUBLISHER]

This paper proposes a scaffolded concept mapping strategy, which considers a student's (high or low) prior knowledge, and provides flexible learning aids (scaffolding and fading) for reading and drawing a concept map. The goal is that the whole class should progress in synchronized fashion through this strategy, with each student achieving meaningful learning. The scaffolding is tailored to the student's needs, with various levels of support. The increasing demand for scaffolding, and its constant evolution, means that software aids are needed. The authors adopted a systematic instructional design, with associated software, to create a learning environment that supports the execution of the strategy. The paper also investigates whether this strategy improved student learning for 54 undergraduates in a database management system course. The results indicate that the students who used the strategy had better learning achievements than those who only experienced traditional lectures. Moreover, the implementation of the strategy received positive student feedback. [ABSTRACT FROM AUTHOR]

This paper reports on work undertaken within a pilot study concerned with the design, development, and evaluation of online computer science training courses. Drawing on recent developments in e-learning technology, these courses were structured around the principles of a learner-oriented approach for use with adult learners. The paper describes a methodological framework for the evaluation of three main educational issues involved in the learning process of Web-based computer science training courses, and analyzes the results of this study with the aim of providing an improved learning design, and environment, for these courses. The findings highlight a number of potential barriers to learning and indicate the failed indicators that need to be improved in order to enhance effective performance. The authors give their views both on ways to improve the proposed learning environment and on the need for an optimal balance between asynchronous and synchronous activities, enhanced collaboration, and interactions among adult learners and e-tutors. [ABSTRACT FROM AUTHOR]

Hardware-based courses in computer science studies require much effort from both students and teachers. The most important part of students' learning is attending in person and actively working on laboratory exercises on hardware equipment. This paper deals with a specific group of students, those who are marginalized by not being able to regularly attend lessons and perform the laboratory exercises. This group of “busy students” includes older students, and those who travel, are employed or are parents. In particular it describes how such students achieved impressive results in a hardware-based course by using Open Educational Resources (OER). These facilitated students' learning process and gave busy students the opportunity to organize their learning time so as to work on the hardware courses remotely from home when they had time and opportunity. The results of the evaluation show significant improvements, both in grade distribution and course throughput, after implementing the new Open Educational Resources approach. [ABSTRACT FROM AUTHOR]

Computational thinking and creative thinking are valuable tools both within and outside of computer science (CS). The goal of the project discussed here is to increase students’ achievement in CS courses through a series of computational creativity exercises (CCEs). In this paper, the framework of CCEs is described, and the results of two separate studies on their impact on student achievement are presented. Students in introductory CS courses completed CCEs as part of those courses. Students in Study 1 came from a variety of programs, and students in Study 2 were engineering majors. A profiling approach was used to test whether the impact of the CCEs could be accounted for by differences in students’ motivated and self-regulated engagement. Overall, CCEs had positive impacts on students’ grades and knowledge test scores, and although there were differences in achievement across the profiles, the impact of the CCEs was generally consistent across profiles. The CCEs appear to be a promising way to increase student achievement in introductory CS courses. Implications and directions for future research are discussed. [ABSTRACT FROM AUTHOR]

This paper describes a one-year introductory robotics course sequence focusing on computational aspects of robotics for third- and fourth-year students. The key challenges this curriculum addresses are scalability, i.e., how to teach a robotics class with a limited amount of hardware to a large audience,student assessment, i.e., how to assess the students' success on robotic design and programming assignments, and depth versus breadth, i.e., how to down-select content from the interdisciplinary field of robotics to computer science students. This is achieved by combining simulation-based laboratory assignments, which can be conducted anywhere and anytime, with compatible hardware devices that allow a seamless transition from simulation to real hardware, and a focus on performance-based assessment with an open-ended final project/competition. Content learning and retention is assessed for a subset of students who successfully went through the proposed curriculum. All class materials as well as hardware—in particular, a low-cost, highly articulated robotic arm developed for teaching advanced robotics concepts—are open-source and available online. [ABSTRACT FROM PUBLISHER]

The authors conducted a qualitative interview-based study to reveal students' misconceptions about state in sequential circuits. This paper documents 16 misconceptions of state, how students' conceptions of state shift and change, and students' methodological weaknesses. These misconceptions can be used to inform and direct instruction. This study revealed a need for the development and adoption of standard terminology and a need to focus digital logic instruction upon a central concept of information encoding. In addition, these misconceptions will serve as the basis for the creation of standard assessments called concept inventories. A concept inventory will provide rigorous and quantitative metrics to assess the effectiveness of new teaching methods. [ABSTRACT FROM PUBLISHER]

Computer science courses typically incorporate integrated training in software engineering, which includes learning how to reuse existing code libraries in new programs. This commonly presents a need to use the libraries' application programming interfaces (APIs) during project-based learning activities. The students learn these APIs with little support from the instructor. Instead, they primarily learn from whatever code examples they find on the Web—a scattershot approach that is slow, frustrating, and sometimes fruitless. Preliminary work investigated an improved approach that provides students with intelligent API tutors. This interactive educational content walks students through code examples selectively harvested from the Web. This approach increased students' knowledge of API method names, but a key pedagogical challenge remained: Students still lacked an understanding of common problems and surprises that they might encounter when using APIs in practice. Perhaps even more crucially, the prior statistical study provided no information about how students would perceive and accept the intelligent tutor approach, when given a choice. Therefore, this paper presents an enhanced approach that augments intelligent tutors with selected information from online FAQs and online open-source code, thereby providing more explanation and context about how to use APIs in practice. A qualitative study assessed student perceptions of the system's usability as well as suggestions for improvement, revealing that 100% of students considered the approach to be useful. A key implication is that providing information from online FAQs, related articles, and open-source code could facilitate computer science students' learning how to use APIs. [ABSTRACT FROM AUTHOR]

Teaching larger software engineering project courses at the end of a computing curriculum is a way for students to learn some aspects of real-world jobs in industry. Such courses, often referred to as capstone courses, are effective for learning how to apply the skills they have acquired in, for example, design, test, and configuration management. However, these courses are typically performed in small teams, giving only a limited realistic perspective of problems faced when working in real companies. This paper describes an alternative approach to classic capstone projects, with the aim of being more realistic from an organizational, process, and communication perspective. This methodology, called the company approach, is described by intended learning outcomes, teaching/learning activities, and assessment tasks. The approach is implemented and evaluated in a larger Master's student course. [ABSTRACT FROM AUTHOR]

Rubrics and oral feedback are approaches to help students improve performance and meet learning outcomes. However, their effect on the actual improvement achieved is inconclusive. This paper evaluates the effect of rubrics and oral feedback on student learning outcomes. An experiment was conducted in a software engineering course on requirements engineering, using the two approaches in course assignments. Both approaches led to statistically significant improvements, though no material improvement (i.e., a change by more than one grade) was achieved. The rubrics led to a significant decrease in the number of complaints and questions regarding grades. [ABSTRACT FROM PUBLISHER]

An intelligent genetic algorithm (IGA) is proposed to solve Japanese nonograms and is used as a method in a university course to learn evolutionary algorithms. The IGA combines the global exploration capabilities of a canonical genetic algorithm (CGA) with effective condensed encoding, improved fitness function, and modified crossover and mutation. In this paper, the condensed encoding ensures that the chromosome is a feasible solution in all rows for Japanese nonograms. In the reconstruction process of a Japanese nonogram, the numbers in the left column are used as encoding conditions, and the numbers in the top row with the improved fitness function are employed to evaluate the reconstruction result. From the computational experiments, the proposed IGA approach is applied to solve Japanese nonograms effectively, with better results than using a CGA. The students of the Department of Computer Science, National Pingtung University of Education, Taiwan, have gained practical experience of applying evolutionary algorithms to solve Japanese nonograms using both the proposed IGA and a CGA. The students learn that the IGA can find the right solution of the puzzle effectively, but the CGA cannot. [ABSTRACT FROM PUBLISHER]

Constructivist approaches to computer science education emphasize that as well as knowledge, thinking skills and processes are involved in active knowledge construction. K–12 computer science curricula must not be based on fashions and trends, but on contents and processes that are observable in various domains of computer science, that can be taught at every intellectual level, that will stay relevant in the longer term, and that are related to everyday language and/or thinking. Only recently, two empirically determined lists, one of central content concepts (algorithm, computer, data, system, etc.) and another of central process concepts (problem solving and problem posing, analyzing, classifying, generalizing, etc.), have become available for computer science education. This paper tackles the problem of finding content and process concepts to be taught in combination. Computer science experts are surveyed in order to identify combinations of content and process concepts—so-called blocks—that are relevant to computer science education. By using cluster analyses, 15 central blocks for teaching computer science in schools are determined. The results of this study may serve as a reference system for the systematic design of instruction in K–12 computer science education. [ABSTRACT FROM AUTHOR]

The guest editors introduce best papers on broadening participation in computing from the RESPECT'15 conference. The five articles presented here are part two of a two-part series representing research on broadening participation in computing. These articles study participation in intersectional ways, through the perceptions and experiences of African-American middle school girls, the sense of belonging in computing for LGBTQ students, the impact of a STEM scholarship and community development program for low-income and first-generation college students, a leadership development program, and how African-American women individually take leadership to enable their success in computing. [ABSTRACT FROM PUBLISHER]

This paper describes a practical experience of adapting the teaching of a course in Computer Technology (CT) to the new demands of the European Higher Education Area (EHEA). CT is a core course taught in the first year of the degree program Technical Engineering in Management Computing in the Faculty of Computer Science at the University of A Coruña (UDC), Spain. The contents of this course are mainly devoted to the design of digital systems. The main purpose of the adaptation has been to focus more on students, clearly defining the abilities they will develop during the course and suggesting activities that facilitate the development of those abilities. The aim of this work is to describe how this adaptation was performed, the materials and activities prepared, the difficulties encountered, the goals achieved and the response of students and teachers to these changes. [ABSTRACT FROM AUTHOR]

In a workshop, high school students built a virtual world for a car-racing game. The prerequisites were math—rather than programming—skills; instructional scaffolding (OpenGL templates and tutors) aided students through their programming tasks. This workshop was an alternative to other measures (for example, Microsoft's recent campaign) to get high school students interested in computer science. [ABSTRACT FROM PUBLISHER]

This paper proposes a series of related laboratory projects to the image processing area through reconfigurable integrated circuits like FPGA (field programmable gate array). With the implementation of these projects, the students will not only develop skills in electronic design, they also will increase their knowledge as engineers, with the integration of electronic engineering and computer science in the design of reconfigurable hardware with FPGA's. The algorithms proposed in these laboratory projects, for the image processing, are coded in C++ and are implemented in the embedded microcontroller Microblaze. [ABSTRACT FROM PUBLISHER]

Contribution: This article provides evidence on the effectiveness of game-based learning (GBL) for computer science education when using educational video games created by teachers using authoring tools. Background: Although teacher-oriented authoring tools for creating educational video games can help overcome the main barriers hampering the use and uptake of GBL, there is a lack of studies examining the effectiveness of educational video games authored by teachers using these authoring tools by means of rigorous scientific methods. Research Questions: Is GBL using teacher-authored games more effective than traditional teaching in terms of motivation for computer science students? Is GBL using teacher-authored games more effective than traditional teaching in terms of knowledge acquisition for computer science students? Methodology: Two randomized control trials with pretest, post-test, and one questionnaire were conducted to compare the effectiveness of traditional teaching and GBL in two computer science courses. The sample of the two experiments was composed by 75 and 49 students, respectively. Half of the students attended a traditional lecture, while the other half learned solely by playing teacher-authored educational video games. Findings: The results show that GBL using teacher-authored games was practically as effective as traditional teaching in terms of knowledge acquisition, but that it was emphatically successful in increasing student motivation. Students who learned by playing educational video games found the experience more motivating and fun than their counterparts, and a vast majority of them preferred the GBL approach over traditional teaching. [ABSTRACT FROM AUTHOR]

Some people say that undergraduates can't be prepared to participate in original research until, perhaps, their final year of study. This isn't true. Not only can all undergraduates perform original research but, where possible, they should. Toward that end, the Undergraduate Research Alliance provides a channel for faculty and students to discuss their research ideas, successes, failures, needs, and so on. [ABSTRACT FROM AUTHOR]

Using a life course perspective, this literature review synthesizes research on women’s underrepresentation in computing fields across four life stages: 1) pre-high school; 2) high school; 3) college major choice and persistence; and 4) post-baccalaureate employment. Issues associated with access to, and use of, computing resources at the pre-high school and high school levels are associated with gender differences in interest and attitudes toward computing. At the college level, environmental context (classroom design, interactions with peers and role models, signals from stereotypical images) contribute to whether students will major in computing, whereas psychosocial factors (e.g., sense of belonging and self-efficacy) and departmental culture play a role in persistence in computing fields. As in other fields, issues associated with work-life conflict, occupational culture, and mentoring/networking opportunities play a role in women’s participation in the computing workforce. Several initiatives and programs have been implemented to address women’s underrepresentation in computing fields. While great strides have been made in making computing more accessible, the life course perspective highlights the importance of longitudinal studies in identifying students’ pathways to and through computing fields, as well as how interventions across life stages may intersect or cumulate to generate trends in computing participation. [ABSTRACT FROM AUTHOR]

What does an online programming course need to engage students and improve their skills? To answer this question, the authors designed and tested a feature-rich collaborative environment for an online class and found that it enhanced learning through methods such as remote pair programming, live coding, and a tight code-to-artifact feedback loop. [ABSTRACT FROM PUBLISHER]

The number of women in computing is significantly lower than the number of men in the discipline, with African-American women making up an even smaller segment of this population. Related literature accredits this phenomenon to multiple sources, including background, stereotypes, discrimination, a lack of self-confidence, and a lack of self-efficacy. However, a majority of the literature fails to represent African-American females in research studies. The purpose of this study is to understand the factors that influence the attitudes of African-American middle school girls toward computer science. The results reveal that the African-American middle school girls in the sample generally have negative attitudes toward computer science. However, after participating in a computer science intervention, perceptions become more positive due to four factors: engaging in the intervention, the intervention content domain, the facilitation of performance accomplishments, and participant characteristics. [ABSTRACT FROM PUBLISHER]

Attracting students to computing and guiding them on the path from elementary education to a computing career requires the commitment of all computing professionals. This is one of five articles providing industry perspectives on gender diversity in computing. [ABSTRACT FROM PUBLISHER]

In 1965, four undergraduates at the University of Waterloo wrote Watfor, a fast student-oriented Fortran compiler for the school's IBM 7040, largely because the available Fortran compiler was slow and offered weak diagnostic and debugging tools. This article describes the birth and evolution of the Watfor family and explores how it fits into the University of Waterloo's unique-within-Canada cooperative education program and pedagogical philosophy. [ABSTRACT FROM PUBLISHER]

With unprecedented access to open and free digital resources, applications, and data, educators can draw upon a bounty of educational tools. A new initiative enables computing educators and students to more easily find, use, and share these resources. [ABSTRACT FROM AUTHOR]

Computer science's long-standing tradition of computer security education has focused primarily on designing secure and reliable systems that can ensure information confidentiality, integrity, and availability. This tradition is geared toward preparing students for typical paradigms, such as writing secure code, providing authentication and access control, and developing policies to limit exposure to vulnerabilities and protect users' rights. Faculty and industry must find novel, cross-disciplinary approaches to educating security professionals to fully address this array of issues. In this article, we analyze barriers to effective security education and offer suggestions for improving cooperation among computer science, business management, information systems. and other technology departments. [ABSTRACT FROM PUBLISHER]

Computer users, managers, and developers agree that we need software and systems that are "more secure". Such efforts require support from both the education and training communities to improve software assurance -particularly in writing secure code. [ABSTRACT FROM PUBLISHER]

Problem: This teaching case presents the authors' experience planning, teaching, and evaluating a semester-long course within a computer science undergraduate program; the aim of this course was to develop soft skills that enable students to actively contribute within multicultural and transdisciplinary teams. Research question: How can an undergraduate-level course help computer science students better understand the multicultural and interdisciplinary scenarios that compose today's working environment? Situating the case: The literature review contextualizes the case as part of a broader group of literature concerned with curricular reforms that replace the traditional emphasis on memorization of fixed disciplinary knowledge with what have been called “21st Century Skills.” In addition, it builds a theoretical framework followed by the course that brings together Hofstede's Cultural Theory and Vygotsky's ideas regarding the social formation of the mind. Methodology: The researchers conducted two studies with a group of 62 students who participated in the course. The first one measured how students appropriated the concepts presented in the course and learning outcomes. The second one evaluated the students' perception of the course a year after they had enrolled in it. About the teaching case: Results show that the vast majority of students appropriate the concepts of the theoretical framework used throughout the course. In addition, most students perceive the courses' contribution to their professional lives positively—particularly regarding understanding cultural and transdisciplinary issues. A small group does not consider a course like the one proposed to be useful. Conclusions: The implication of this teaching case is that the ability to communicate effectively with a range of audiences is something that can be addressed directly by a specifically designed course within a computer science curriculum (rather than exclusively being a secondary outcome of other courses). The limitations of the study are that it presents the authors' own teaching experience (therefore, it is not a third-party report) and that it uses pretesting and posttesting as an asessment tool for multicultural and transdisciplinary abilities. Future work would show how similar experiences could be conducted across other cultural scenarios and possible ways in which to engage the small group of students who do not consider the course useful. [ABSTRACT FROM PUBLISHER]

The "incomplete" education of many of computing's most inventive thinkers is more akin to artists, where time in the academy is followed by a break out and invention of new forms. [ABSTRACT FROM PUBLISHER]

Computational science is a challenging subject, yet the sense of accomplishment students can gain by meeting the field's many intellectual challeng es can help them succeed in school and beyond. [ABSTRACT FROM PUBLISHER]

The practices of engineering and computer science are influenced by the same forces that shape manual labor and office work. Occasionally, it's useful to reassess our skills and question the value of our training. [ABSTRACT FROM PUBLISHER]