SIGCSE 2018 notes

Learning to teach computer science

22 Feb 2018

Twelve people smiling and holding various signs taken from the registration desk

We are incapable of taking normal photos.

Over the weekend, I attended SIGCSE — the ACM’s conference on computer science education — with the teaching staff of Columbia’s Advanced Programming course. We learned about everything from rubric design to creating community in large classes to catching plagiarism at scale. These are the notes from the more interesting sessions I attended!

Thursday, February 22

TMOSS: Using Intermediate Assignment Work to Understand Excessive Collaboration in Large Classes

Lisa Yan, Nick McKeown, Mehran Sahami, Chris Piech

Lightweight Techniques to Support Students in Large Classes

Mia Minnes, Christine Alvarado, Leo Porter

PVC: Visualizing Memory Space on Web Browsers for C Novices

Ryosuke Ishizue, Kazunori Sakamoto, Hironori Washizaki, Yoshiaki Fukazawa

Special Session: Watch them Teach

Abstraction

Mehran Sahami

We Should Give Messy Problems and Make Students Reflect on What They Learn

Paul Dickson

Teaching Students a Systematic Approach to Debugging

Roman Lysecky, Frank Vahid

Providing Meaningful Feedback for Autograding of Programming Assignments

Georgiana Haldeman, Andrew Tjang, Monica Babes-Vroman, Stephen Bartos, Jay Shah, Danielle Yucht, Thu Nguyen

An Explicit Strategy to Scaffold Novice Program Tracing

Benjamin Xie, Greg L. Nelson, Andrew J. Ko

Discussion: Combating the Wide Web of Plagiarism

Friday, February 23

How am I Going to Grade All These Assignments? Thinking About Rubrics in the Large

BlueBook: A Computerized Replacement for Paper Tests in Computer Science

Chris Piech, Chris Gregg

Using a computer-based testing facility to improve student learning in a programming languages and compilers course

Terence Nip, Elsa Gunter, Geoffrey Herman, Jason Morphew, Matthew West