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Water rescue robot EMILY gets some help from the sky

News From NSF - Mon, 02/26/2018 - 00:00

Drones, thermal imaging and AI upgrades to improve EMILY for larger scale rescues
Full story at https://www.nsf.gov/news/special_reports/science_nation/waterrescuerobots.jsp?WT.mc_id=USNSF_51

This is an NSF News item.

What Universities Must Do to Prepare Computer Science Teachers: UTeach leads a multi-university group to grow computing education

ComputingEd - Fri, 02/23/2018 - 07:00

Kimberly Hughes, Director of the UTeach Institute at The University of Texas at Austin has written a blog post about a multi-university effort to grow CS education. They have an interesting set of recommendations. I look forward to seeing the white paper that the blog post promises!

In-service teacher professional development has been key to the explosive growth of K–12 CS education offerings, but the role of universities in the preparation of computer science teachers is absolutely critical if we are going to address the current shortage of CS teachers at scale and with any kind of lasting impact. Yet there are precious few exemplars on which to model new programs. Partly this has been a chicken and egg problem. For example, the UTeach program at UT Austin has had an undergraduate pathway to CS certification for more than ten years. But with so little demand for CS teachers at secondary schools throughout the state, very few students were recruited and prepared. Now that the demand for CS teachers is increasing, UTeach Austin and other UTeach partner universities are ramping up and expanding their efforts.

Source: What Universities Must Do to Prepare Computer Science Teachers: Networked Improvement in Action

Statement on Award of Cooperative Agreement for Management and Operations of Arecibo Observatory

News From NSF - Thu, 02/22/2018 - 10:00

Richard Green, director of the National Science Foundation (NSF) Division of Astronomical Sciences, and Paul Shepson, director of the NSF Division of Atmospheric and Geospace Sciences, issued the following statement.

The National Science Foundation (NSF) is pleased to announce that beginning Feb. 22, the University of Central Florida (UCF) will start formal transition activities to take on the operations and management of NSF's Arecibo Observatory in Puerto Rico. NSF is ...
More at https://www.nsf.gov/news/news_summ.jsp?cntn_id=244536&WT.mc_id=USNSF_51&WT.mc_ev=click

This is an NSF News item.

Dimensions of Biodiversity: 2010 - 2016 Project Abstracts and Updates

News From NSF - Wed, 02/21/2018 - 15:24

Available Formats:
PDF: https://www.nsf.gov/pubs/2017/nsf17148/nsf17148.pdf?WT.mc_id=USNSF_179

Document Number: nsf17148

This is an NSF Publications item.

NSF announces changes to overseas offices

News From NSF - Wed, 02/21/2018 - 14:28

Rebecca Keiser, head of the Office of International Science & Engineering (OISE) at the National Science Foundation (NSF) issued the following statement.

The National Science Foundation is committed to international cooperation in science, engineering and education research. We value our international partnerships around the globe and recognize that the most challenging science requires international cooperation.

NSF is changing to a new ...
More at https://www.nsf.gov/news/news_summ.jsp?cntn_id=244589&WT.mc_id=USNSF_51&WT.mc_ev=click

This is an NSF News item.

SIGCSE 2018 Preview: Black Women in CS, Rise Up 4 CS, Community College to University CS, and Gestures for Learning CS

ComputingEd - Wed, 02/21/2018 - 07:00

While I’m not going to be at this year’s SIGCSE, we’re going to have a bunch of us there presenting cool stuff.

On Wednesday, Barb Ericson is going to this exciting workshop, CS Education Infrastructure for All: Interoperability for Tools and Data Analytics, organized by Cliff Shaffer, Peter Brusilovsky, Ken Koedinger, and Stephen Edwards. Barb is eager to talk about her adaptive Parsons Problems and our ebook work.

My PhD student, Amber Solomon, is presenting at RESPECT 2018 (see program here) on a paper with Dekita Moon, Amisha Roberts, and Juan Gilbert, Not Just Black and Not Just a Woman: Black Women Belonging in Computing. They talk about how expectations of being Black in CS and expectations as a woman in CS come into conflict for the authors.

On Thursday, Barb is presenting her paper (with Tom McKlin) Helping Underrepresented Students Succeed in AP CSA and Beyond, which are the amazing results from the alumni study from her Project Rise Up effort to help underrepresented students succeed at Advanced Placement CS A. When Barb was deciding on her dissertation topic, she considered making Rise Up her dissertation topic, or adaptive Parsons problems. She decided on the latter, so you might think about this paper as the dissertation final chapter if she had made Rise Up her dissertation focus. Project Rise Up grew from Barb’s interest in AP CS A and her careful, annual analysis of success rates in AP CS A for various demographics (here is her analysis for 2017). It had a strong impact (and was surprisingly inexpensive), as seen in the follow-on statistics and the quotes from the students now years after Rise Up. I recommend going to the talk — she has more than could fit into the paper.

On Friday, my PhD student, Katie Cunningham, is presenting with her colleagues from California State University Monterey Bay and Hartnell College, Upward Mobility for Underrepresented Students: A Model for a Cohort-Based Bachelor’s Degree in Computer Science.  The full author list is Sathya Narayanan, Katie, Sonia Arteaga, William J. Welch, Leslie Maxwell, Zechariah Chawinga, and Bude Su. They’re presenting the “CSin3” program which drew in students from traditionally underrepresented groups and helped them earn CS degrees with remarkable success: A three year graduation rate of 71%, compared to a 22% four-year graduation rate, as well as job offers from selective tech companies. The paper describes the features of the program that made it so successful, like its multi-faceted support outside the classroom, the partnership between a community college and a university, and keeping a cohort model. The paper has been recognized with a SIGCSE 2018 Best Paper Award in the Curricula, Programs, Degrees, and Position Papers track.

On Friday, my colleague Betsy DiSalvo is going to present at the NSF Showcase some of the great work that she and her student, Kayla des Portes, have been doing with Maker Oriented Learning for Undergraduate CS.

On Saturday, my EarSketch colleagues are presenting their paper: Authenticity and Personal Creativity: How EarSketch Affects Student Persistence with Tom McKlin, Brian Magerko, Taneisha Lee, Dana Wanzer, Doug Edwards, and Jason Freeman.

Also on Saturday, Amber with her undergraduate researchers, Vedant Pradeep and Sara Li, are presenting a poster which is also a data collection activity, so I hope that many of you will stop by. Their poster is The Role of Gestures in Learning Computer Science. They are interested in how gesture can help with CS learning and might be an important evaluation tool — students who understand their code, tend to gesture differently when describing their code than students who have less understanding. They want to show attendees what they’ve seen, but more importantly, they want feedback on the gestures they’ve observed “in the wild.” Have you seen these? Have you seen other gestures that might be interesting and useful to Amber and her team? What other kinds of gestures do you use when explaining CS concepts? Please come by and help inform them about the gestures you see when teaching and learning CS.

Stanford is NOT switching from Java to JavaScript: I was mistaken

ComputingEd - Mon, 02/19/2018 - 07:00

Last April, I wrote a blog post saying that Stanford was abandoning Java for JavaScript in their intro course (see post here).  The post was initiated by an article in the Stanford Daily. The post caused quite an uproar, way more than I expected. More than one Stanford faculty member reached out to me about it.  In particular, Marty Stepp told me that I was definitely wrong, that Stanford would mostly be teaching Java in a year. I promised that if I was wrong a year later, I would write another post correcting my first post.

It’s been a year, and I was wrong. Stanford is NOT abandoning Java for JavaScript.

I’m glad I was wrong, but it has nothing to do with Java or JavaScript.

I heard about the possible switch to JavaScript several months before from a Stanford faculty member.  When I saw the Stanford Daily article, I thought it was okay to talk about it. Marty told me at the time that I was wrong, and that the article was ill informed.  Still another Stanford faculty member wrote me about the tensions over this issue.

A lesson I learned from Mike Lach and others involved in the NGSS roll out is that all curricular decisions are political decisions.  A framework might be based on scientific expertise, but what is actually taught is about choice and vision — different opinions of how we interpret where we are now and what we want in the future.  If you haven’t heard about the politics of curricular choices before, I highly recommend Schoolhouse Politics.

I am not at Stanford, so I don’t know how curricular decisions have been made and were made here. I based my post on talking with some Stanford faculty and reading the Stanford Daily article.  I predicted that the forces pushing for JavaScript would end up changing the curriculum. They didn’t (or haven’t so far).  The Stanford lecturers are excellent, and they are the ones actually teaching those classes. I’m glad that they get to continue teaching the classes the way that they think is most valuable.

Below is what Marty wrote me about the courses at Stanford, and a link to the Stanford course offerings, showing that Stanford is still primarily a Java house:

This calendar year our CS1 Java course is still quite clearly the dominant course. Nick Parlante is also teaching two smaller experimental offerings of a Python class in our winter and spring quarters. There may be another experimental JavaScript and/or Python course on the books for fall, but it certainly will not be the main class; the CS1 in Java will continue to be so throughout all of the next academic year. Currently no plan is under way to change that, though we certainly are open to evolving our courses in the long term like any other school would be. I would like to note that the state of intro at Stanford is exactly as was described to you by myself and others 10 months ago.


Governor of Rhode Island explains why we should teach programming to everyone

ComputingEd - Fri, 02/16/2018 - 07:00

Gina Raimondo, the governor of Rhode Island, was on Freakonomics Radio a few weeks ago. Stephen Dubner challenged their plans to offer computing education at all grade levels in every district.  She had a strong response. Dubner’s question is good. We still don’t have the empirical evidence for the value of teaching computing to everyone. We should do that research — not to figure out if Raimondo made the right bet, but to tune what we’re doing to make sure that we get the maximum benefit for the investment.

I recommend the whole interview.

DUBNER: So, I hear about this kind of thinking a lot, and I certainly understand the appeal and the resonance. But I do also wonder if there’s a proven upside of having everyone learn computer science or programming. It strikes me a little bit like the equivalent of having every student in America during the boom of the internal combustion engine learn to take apart a carburetor. And then I think, if you look at the history of economics and progress, that one of the main strengths of economic progress is the division of labor and specialization, rather than everybody chasing after the latest trends. So I’m curious what the evidence was that inspired that move of yours.

RAIMONDO: I think of it as access and exposure, and also just providing people with a basic level of essential skills. So, everyone has to take math. They may become a writer, they may become an actor, but they ought to have a certain basic level of math skills. First of all, because it’s an essential skill to function. And by the way, they might like math. I think digital skills are the same thing. No matter what job you have, you have to have some basic familiarity with computer skills and digital skills. And so it is as essential in this economy as any other skill that we teach. But also, we know — and there’s loads of data on this girls, people of color, and low-income folks are less likely to go into I.T. fields, which tend to be higher-paying. However, if they’re exposed to some computer training, they’re much more likely to go into the field and do well at it.

Source: How to Be a Modern Democrat — and Win – Freakonomics


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