Read the following in The Cambridge handbook of computing education research of Chapter 14 “Assessment and Plagiarism.”
For the first part of the class, we will have group check-ins. Make sure to create a slide like usual.
In the last 30 minutes, we will have Prof. Brandon Fain as a guest speaker. He will talk about how theory and algorithms are taught, how it’s motivated/connected to practice, how people learn it, how it’s assessed, and what’s known and what isn’t really well known about it.
Reading (Also in Box folder): Maria Knobelsdorf, Christoph Kreitz, and Sebastian Böhne. 2014. Teaching theoretical computer science using a cognitive apprenticeship approach. In Proceedings of the 45th ACM technical symposium on Computer science education (SIGCSE ’14). Association for Computing Machinery, New York, NY, USA, 67–72. https://doi.org/10.1145/2538862.2538944
In your QQC Doc the day before class (11/9), write the following reflection, which will count as an assignment:
This will be out of 10 points:
If you do not score a satisfactory, you can update your reflection and submit a regrade request via email. Use the subject line “CS290: Regrade Teaching Associate Reflection.” Please request a regrade by 11/15.
For this week’s reading, you may choose a chapter in the handbook or find a paper from the following CER journals. If it is not open access on the hosting website, try using Google Scholar, Duke Library, or the author’s home page to find a freely available copy. Contact Prof. Stephens-Martinez if there is a paper that you want to read, but it is behind a paywall, and she can try to help you get a copy.
Warning: Journal papers are often longer.
There are two deliverables for all BYOPapers:
In your tables, you will discuss what labels to apply to your paper (and if you didn’t present a prior BYOPaper, that paper as well) and any new labels that would make sense to have. Then we’ll come together and have a class discussion about the papers.
You may redo the work and request a single regrade to update your grade.
Read the following in The Cambridge handbook of computing education research of Chapter 16 “Equity and Diversity”
16.4 Conclusion (0.5 pages)
Add an entry about this reading to your QQC Doc.
For this week’s reading, you may choose to find a paper from the Special Interest Group Computer Science Education Technical Symposium (SIGCSE TS) or pick a chapter in the Handbook. To find papers, you can try the following:
There are two deliverables for all BYOPapers:
We will start class by discussing our labels from when we did the ICER BYOPaper. In your tables, you will then discuss what labels to apply to your SIGCSE paper (and if you didn’t present your ICER paper yet, your ICER paper) and any new labels that would make sense to have. Then we’ll come together and have a class discussion about the papers.
You may redo the work and request a single regrade to update your grade.
Read the following in Critically Conscious Computing Ch 5: CS and Design:
Due: 10/20
During the first half of class, we will have all three of the department’s teaching associates serve on a panel. To prepare, listen to the following two podcast episodes about what the teaching associates do:
And then, in your QQC Doc, write the following reflection. The reflection will count as an assignment.
This will be out of 10 points:
If you do not score a satisfactory, you can update your reflection and submit a regrade request via email. Use the subject line “CS290: Regrade Teaching Associate Reflection.” Please request a regrade by 10/28.
After our guest speaker, we will have group check-ins. To make the best use of our time and move quickly, every group should answer the following questions in our class Google Slide deck. Make a copy of the template slide at the top and put it in your group’s section of the slide deck.
In this class, we will do the following.
Prof. Stephens-Martinez will discuss how each group will create a research notebook as a communication tool for feedback on their project.
In addition, we will have a discussion on what chapters we will read in the handbook. There are 3 class periods left slated for this (10/18, 11/1, and 11/15). On the Ed post for this class, like the 3 chapters (there is one comment per chapter) that you think we should discuss, and add a comment on that chapter’s comment with 2-3 sentences on why we should discuss that chapter.
This will be out of 10 points:
We ran out of time to discuss the BYOPaper labels. So if there is time, we will go over them here and those that missed the BYOPaper ICER day will briefly discuss how their paper would be labeled given the labels we have.
Learning Innovation will run a Small Group Instructional Feedback (SGIF) session for the second half of the class.
Read Tomorrow’s Professor and also add an entry about this pair of readings to your QQC Doc.
The International Computing Education Research (ICER) conference. For this week’s reading, you may choose to find a paper from ICER or pick a chapter in the Handbook. To find papers, go to the ACM Digital library’s ICER search engine. Alternatively, you can use Google Scholar and include ICER in your keyword search, just be careful that it is actually a paper from ICER. The overall goal of this week’s reading is for you to start looking for related work for your research question and to share what you find with the class in case it would benefit them as well. Note a paper should be more than 2 pages long. If it’s less than this it is likely a poster’s extended abstract.
There are two deliverables for all BYOPapers:
Everyone will give a short presentation on what they read. You will present from your Trello card. Your card should contain a 1-2 sentence summary, key takeaways from the paper, any other thoughts/questions you had about the paper, and a citation with a link (unless it’s the handbook). Be prepared to also discuss why you chose this paper. You do not need to make this extensive, see the example card for reference.
You may redo the work and request a single regrade to update your grade.
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