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20 results on '"Pearce, Janice L."'

1. All for One and One for All – Collaboration in Computing Education : Policy, Practice, and Professional Dispositions

Author

Garcia, Rita, Alshaigy, Bedour, Liaskos, Konstantinos, Nasir, Usman, Schulz, Sandra, Csizmadia, Andrew, Glebova, Olga, Lunn, Stephanie J., Pettit, Raymond, Stewart, Craig, Pearce, Janice L., Harrington, Brian, MacKellar, Bonnie, Prickett, Tom, Bernuy, Angela Zavaleta, Garcia, Rita, Alshaigy, Bedour, Liaskos, Konstantinos, Nasir, Usman, Schulz, Sandra, Csizmadia, Andrew, Glebova, Olga, Lunn, Stephanie J., Pettit, Raymond, Stewart, Craig, Pearce, Janice L., Harrington, Brian, MacKellar, Bonnie, Prickett, Tom, and Bernuy, Angela Zavaleta

Abstract

The ITiCSE’23 final keynote raised teaching soft skills, or professional dispositions, to help students face challenges in modern programming. This project addresses helping computing students develop professional dispositions through collaborative learning (CL) since some in the industry observe entry-level engineers struggling due to their fragile professional dispositions. We are motivated to understand professional expectations from entry-level engineers and present the academia-industry gap to support practitioners and researchers in advancing CL in Computing Education, encouraging positive curricula and policy changes that promote DEIA. We will present CL practices alongside their supported professional dispositions to assist practitioners in adoption. We will present the academia-industry gap in CL for future research opportunities, helping researchers advance CL practices to integrate professional dispositions the industry expects from entry-level engineers. © 2024 Copyright held by the owner/author(s)

Published
2024
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2. Multi-Institutional Multi-National Studies of Parsons Problems

Author

Ericson, Barbara J., primary, Pearce, Janice L., additional, Rodger, Susan H., additional, Csizmadia, Andrew, additional, Garcia, Rita, additional, Gutierrez, Francisco J., additional, Liaskos, Konstantinos, additional, Padiyath, Aadarsh, additional, Scott, Michael James, additional, Smith, David H., additional, Warriem, Jayakrishnan M., additional, and Zavaleta Bernuy, Angela, additional

Published
2023
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3. Conducting Multi-Institutional Studies of Parsons Problems

Author

Ericson, Barbara J., primary, Pearce, Janice L., additional, Rodger, Susan H., additional, Csizmadia, Andrew, additional, Garcia, Rita, additional, Gutierrez, Francisco J., additional, Liaskos, Konstantinos, additional, Padiyath, Aadarsh, additional, Scott, Michael James, additional, Smith, David H., additional, Warriem, Jayakrishnan, additional, and Bernuy, Angela Zavaleta, additional

Published
2023
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4. Parsons Problems and Beyond

Author

Ericson, Barbara J., primary, Denny, Paul, additional, Prather, James, additional, Duran, Rodrigo, additional, Hellas, Arto, additional, Leinonen, Juho, additional, Miller, Craig S., additional, Morrison, Briana B., additional, Pearce, Janice L., additional, and Rodger, Susan H., additional

Published
2022
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6. Notional Machines in Computing Education

Author

Fincher, Sally, Jeuring, J.T., Miller, Craig S., Donaldson, Peter, du Boulay, Benedict, Hauswirth, Matthias, Hellas, Arto, Hermans, Felienne, Lewis, Colleen, Mühling, Andreas, Pearce, Janice L., Petersen, Andrew, Dep Informatica, Sub Softw.Techn. for Learning and Teach., Software Technology for Learning and Teaching, Dep Informatica, Sub Softw.Techn. for Learning and Teach., and Software Technology for Learning and Teaching

Subjects
Systematic review, Computer science, Computing education, Notional Machines, Notional amount, Adaptation (computer science), Data science, Replication (computing)
Abstract

This report defines notional machines (NMs), and provides a series of definitional characteristics by which they may be identified. Over several sections, it includes a first-hand report of the origin of NMs, reports a systematic literature review to track the use and development of the concept, and presents a small collection of examples collected through interviews with experienced teachers. Additionally, the report presents NMs in a common format, and makes some preliminary explorations of their use in practice, including examples of instructors using multiple NMs in sequence. Approach and method are fully detailed in evidential appendices, to support replication of results and adoption/adaptation of practice.

Published
2020

7. Capturing and Characterising Notional Machines

Author

Fincher, Sally, Jeuring, Johan, Miller, Craig S., Donaldson, Peter, Boulay, Benedict du, Hauswirth, Matthias, Hellas, Arto, Hermans, Felienne, Lewis, Colleen M., Mühling, Andreas, Pearce, Janice L., Petersen, Andrew, Giannakos, Michail N., Sindre, Guttorm, Luxton-Reilly, Andrew, Divitini, Monica, Department of Computer Science, RS-Research Line Learning (part of LIRS program), Giannakos, Michail N., Sindre, Guttorm, Luxton-Reilly, Andrew, and Divitini, Monica

Subjects
Point (typography), Computer science, Semantics (computer science), Notional amount, Permission, Construct (philosophy), Citation, Data science, Presentational and representational acting, Variety (cybernetics)
Abstract

A notional machine is a pedagogic device to assist the understanding of some aspect of programs or programming. It is typically used to support explaining a programming construct, or the user-understandable semantics of a program. For example, a variable is like a box with a label, and assignment copies or moves a value into that box. This working group will capture examples of notional machines from actual pedagogical practice, as expressed in textbooks (or other teaching materials) or used in the classroom. We will interview at least 30 teachers about their experience with, and perceptions of, the use of notional machines in teaching. Using the interviews, we will work on devising and refining a form to characterise essential features of notional machines. We will also attempt to relate them to each other to describe potential learning sequences or progressions. The working group report will contain descriptions of notional machines used at different levels in education, in different countries, by many teachers. Capturing and Characterising Notional Machines Sally Fincher, Johan Jeuring, Craig S Miller Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the owner/author(s). ITiCSE 2020,,Trondheim, Norway © 2020 Copyright held by the owner/author(s). 978-1-4503-0000-0/18/06...$15.00 https://doi.org/10.1145/1234567890 The resulting catalogue of notional machines will allow a teacher to select a machine for a particular use, permit comparison between them, and provide a starting point for further categorization and analysis of notional machines. Additionally, we will make more theoretical explorations. We will explore a variety of presentational formats, examining what is necessary and what superfluous; we will look for dimensions of comparison and will examine how notional machines are instantiated across the discipline. We argue that the creation and use of notional machines is potentially a signature pedagogy for computing [1] and that creating and using notional machines represents a certain level of pedagogic sophistication that might be an indicator of pedagogic content knowledge (PCK).

Published
2020

9. Notional machines in computing education: the education of attention

Author

Fincher, Sally, Jeuring, J.T., Miller, Craig S., Donaldson, Peter, du Boulay, Benedict, Hauswirth, Matthias, Hellas, Arto, Hermans, Felienne, Lewis, Colleen, Mühling, Andreas, Pearce, Janice L., Petersen, Andrew, Fincher, Sally, Jeuring, J.T., Miller, Craig S., Donaldson, Peter, du Boulay, Benedict, Hauswirth, Matthias, Hellas, Arto, Hermans, Felienne, Lewis, Colleen, Mühling, Andreas, Pearce, Janice L., and Petersen, Andrew

Abstract

This report defines notional machines (NMs), and provides a series of definitional characteristics by which they may be identified. Over several sections, it includes a first-hand report of the origin of NMs, reports a systematic literature review to track the use and development of the concept, and presents a small collection of examples collected through interviews with experienced teachers. Additionally, the report presents NMs in a common format, and makes some preliminary explorations of their use in practice, including examples of instructors using multiple NMs in sequence. Approach and method are fully detailed in evidential appendices, to support replication of results and adoption/adaptation of practice.

Published
2020

10. Notional machines in computing education: the education of attention

Author

Dep Informatica, Sub Softw.Techn. for Learning and Teach., Software Technology for Learning and Teaching, Fincher, Sally, Jeuring, J.T., Miller, Craig S., Donaldson, Peter, du Boulay, Benedict, Hauswirth, Matthias, Hellas, Arto, Hermans, Felienne, Lewis, Colleen, Mühling, Andreas, Pearce, Janice L., Petersen, Andrew, Dep Informatica, Sub Softw.Techn. for Learning and Teach., Software Technology for Learning and Teaching, Fincher, Sally, Jeuring, J.T., Miller, Craig S., Donaldson, Peter, du Boulay, Benedict, Hauswirth, Matthias, Hellas, Arto, Hermans, Felienne, Lewis, Colleen, Mühling, Andreas, Pearce, Janice L., and Petersen, Andrew

Published
2020

11. Capturing and Characterising Notional Machines

Author

Fincher, Sally, primary, Jeuring, Johan, additional, Miller, Craig S., additional, Donaldson, Peter, additional, du Boulay, Benedict, additional, Hauswirth, Matthias, additional, Hellas, Arto, additional, Hermans, Felienne, additional, Lewis, Colleen, additional, Mühling, Andreas, additional, Pearce, Janice L., additional, and Petersen, Andrew, additional

Published
2020
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12. Compiler Error Messages Considered Unhelpful

Author

Becker, Brett A., primary, Denny, Paul, additional, Pettit, Raymond, additional, Bouchard, Durell, additional, Bouvier, Dennis J., additional, Harrington, Brian, additional, Kamil, Amir, additional, Karkare, Amey, additional, McDonald, Chris, additional, Osera, Peter-Michael, additional, Pearce, Janice L., additional, and Prather, James, additional

Published
2019
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13. Exploring Challenges Faced by international Students in Computer Science Programs: Towards understanding the Student Perspective

Author

Allison, Michael, Oudshoorn, Michael J, Clear, Alison, Carter, Janet, Hitchcock, Leo, Pearce, Janice L, Abandoh-Sam, Joseph A, Allison, Michael, Oudshoorn, Michael J, Clear, Alison, Carter, Janet, Hitchcock, Leo, Pearce, Janice L, and Abandoh-Sam, Joseph A

Abstract

International students are an important and desirable constituent in most computer science programs, bringing new perspectives into the classroom, diversifying the student population, globalizing the curriculum, broadening the perspective of domestic students, and often generating revenue for the host institution. Each of these characteristics is desirable and increasingly important in today’s highly connected world and job market. Most institutions invest resources in attracting international students and providing support and orientation sessions for them on arrival to help acclimate them to the new environment and to introduce them to other students. Student clubs often provide support groups and social functions to help them meet and make friends with domestic students. However, challenges for international students, and for the faculty teaching them, persist at many institutions despite these efforts to help international students deal with culture shock, differing academic expectations and teaching methods, and different attitudes toward issues such as academic honesty. In this paper, the authors examine the challenges faced by international students in integrating into computer science programs at various institutions, and explores these challenges and identifies differences in student and faculty perceptions. Asurveyofover200international students studying in four counties was conducted to gain insight into student perceptions of their educational experience.

Published
2019

14. Unexpected Tokens

Author

Becker, Brett A., primary, Denny, Paul, additional, Pettit, Raymond, additional, Bouchard, Durell, additional, Bouvier, Dennis J., additional, Harrington, Brian, additional, Kamil, Amir, additional, Karkare, Amey, additional, McDonald, Chris, additional, Osera, Peter-Michael, additional, Pearce, Janice L., additional, and Prather, James, additional

Published
2019
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17. Gender Equity in Computing

Author

Hamilton, Margaret, primary, Luxton-Reilly, Andrew, additional, Augar, Naomi, additional, Chiprianov, Vanea, additional, Gutierrez, Eveling Castro, additional, Duarte, Elizabeth Vidal, additional, Hu, Helen H., additional, Ittyipe, Shoba, additional, Pearce, Janice L., additional, Oudshoorn, Michael, additional, and Wong, Emma, additional

Published
2016
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20. Gender Equity in Computing: International Faculty Perceptions & Current Practices

Author

Hamilton, Margaret, Luxton-Reilly, Andrew, Augar, Naomi, Chiprianov, Vanea, Gutierrez, Eveling Castro, Duarte, Elizabeth Vidal, Hu, Helen H., Ittyipe, Shoba, Pearce, Janice L., Michael Oudshoorn, Wong, Emma, University of Auckland [Auckland], Lab-STICC_TB_CID_IHSEV, Laboratoire des sciences et techniques de l'information, de la communication et de la connaissance (Lab-STICC), École Nationale d'Ingénieurs de Brest (ENIB)-Université de Bretagne Sud (UBS)-Université de Brest (UBO)-Télécom Bretagne-Institut Brestois du Numérique et des Mathématiques (IBNM), Université de Brest (UBO)-Université européenne de Bretagne - European University of Brittany (UEB)-École Nationale Supérieure de Techniques Avancées Bretagne (ENSTA Bretagne)-Institut Mines-Télécom [Paris] (IMT)-Centre National de la Recherche Scientifique (CNRS)-École Nationale d'Ingénieurs de Brest (ENIB)-Université de Bretagne Sud (UBS)-Université de Brest (UBO)-Télécom Bretagne-Institut Brestois du Numérique et des Mathématiques (IBNM), Université de Brest (UBO)-Université européenne de Bretagne - European University of Brittany (UEB)-École Nationale Supérieure de Techniques Avancées Bretagne (ENSTA Bretagne)-Institut Mines-Télécom [Paris] (IMT)-Centre National de la Recherche Scientifique (CNRS), Département Logique des Usages, Sciences sociales et Sciences de l'Information (LUSSI), Université européenne de Bretagne - European University of Brittany (UEB)-Télécom Bretagne-Institut Mines-Télécom [Paris] (IMT), Laboratoire Informatique de l'Université de Pau et des Pays de l'Adour (LIUPPA), Université de Pau et des Pays de l'Adour (UPPA), and Institut Mines-Télécom [Paris] (IMT)-Télécom Bretagne-Université européenne de Bretagne - European University of Brittany (UEB)

Subjects
ComputingMilieux_THECOMPUTINGPROFESSION, [INFO]Computer Science [cs]
Abstract

International audience; In many countries serious effort has been put into developing and running programs that encourage girls to enjoy learning programming. At school level, many girls have done very well in these experiences, but despite their confidence and enthusiasm for programming at the time of the intervention, few have continued on to enroll in tertiary computing programs. In higher education institutions, numerous equity initiatives have attempted to improve both recruitment and retention, yet the pipeline continues to shrink. The running of interventions takes effort on the part of the academics to develop and much time, often in vacation periods, to deliver. As the success of these programs frequently relies on the goodwill of faculty, the authors formed an international multi-disciplinary working group to explore faculty attitudes and perceptions of these gender equity programs, and identify key features of enduring programs. In this paper, we gather and critically review existing literature resources with the aim of developing evaluation guidelines for the running of intervention programs from primary school to university education in order to encourage girls of all ages to seriously consider the prospect of undertaking a computing degree and to better support them during this time. Additionally, we explore the perceptions of faculty towards gender equity and gender equity programs, and discuss how faculty perceptions align with research findings. Our findings identify a clear need for gender equity programs, more consistent evaluation of the effectiveness of such programs including gathering, analysing and storing longitudinal data and more widespread dissemination of gender equity information to faculty.

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