More Like this

1. Design and Pilot Testing of Subgoal Labeled Worked Examples for Five Core Concepts in CS1

   https://doi.org/10.1145/3304221.3319756  

   Margulieux, Lauren E.; Morrison, Briana B.; Decker, Adrienne (July 2019, Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education)

   Subgoal learning has improved student problem-solving performance in programming, but it has been tested for only one-to-two hours of instruction at a time. Our work pioneers implementing subgoal learning throughout an entire introductory programming course. In this paper we discuss the protocol that we used to identify subgoals for core programming procedures, present the subgoal labels created for the course, and outline the subgoal-labeled instructional materials that were designed for a Java-based course. To examine the effect of subgoal labeled materials on student performance in the course, we compared quiz and exam grades between students who learned using subgoal labels and those who learned using conventional materials. Initial results indicate that learning with subgoals improves performance on early applications of concepts. Moreover, variance in performance was lower and persistence in the course was higher for students who learned with subgoals compared to those who learned with conventional materials, suggesting that learning with subgoal labels may uniquely benefit students who would normally receive low grades or dropout of the course. 

   more » « less
2. Using Subgoals to Improve Student Performance in CS1: (Abstract Only)

   https://doi.org/10.1145/3159450.3162185  

   Morrison, Briana B.; Decker, Adrienne (February 2018, Proceedings of the 49th ACM Technical Symposium on Computer Science Education)

   null (Ed.)

   Subgoal labels are function-based instructional explanations that describe the problem-solving steps to the learner, highlighting the solution process. There is strong evidence that the use of subgoal labels within worked examples improves student learning in other STEM fields. Initial research shows that using subgoal labels within computer science improves student learning, but this has only been tested using a single programming concept (indefinite loops) with text-based programming languages. The proposers are currently expanding subgoal labels to the main programming concepts taught in an introductory programming course using an imperative programming language. In this BOF we seek to uncover tacit knowledge that programming instructors have in order to develop instructional materials that bridge the gap between students, who are CS novices, and instructors, who are CS experts, to improve learning for students who are under-prepared for or struggle in CS1. We will be seeking feedback on the selection of programming topics to be covered, the defined subgoals for those topics and the worked examples created for instructional purposes. 

   more » « less
3. Accessible Computer Science for K-12 Students with Hearing Impairments

   https://doi.org/978-3-030-49108-6_13  

   Meenakshi Das, Daniela Marghitu (July 2020, https://arxiv.org/pdf/2007.08476.pdf (Universal Access in Human-Computer Interaction. Applications and Practice))

   An inclusive science, technology, engineering and mathematics (STEM) workforce is needed to maintain America’s leadership in the scientific enterprise. Increasing the participation of underrepresented groups in STEM, including persons with disabilities, requires national attention to fully engage the nation’s citizens in transforming its STEM enterprise. To address this need, a number of initiatives, such as AccessCSforALL, Bootstrap, and CSforAll, are making efforts to make Computer Science inclusive to the 7.4 million K-12 students with disabilities in the U.S. Of special interest to our project are those K-12 students with hearing impairments. American Sign Language (ASL) is the primary means of communication for an estimated 500,000 people in the United States, yet there are limited online resources providing Computer Science instruction in ASL. This paper introduces a new project designed to support Deaf/Hard of Hearing (D/HH) K-12 students and sign interpreters in acquiring knowledge of complex Computer Science concepts. We discuss the motivation for the project and an early design of the accessible block-based Computer Science curriculum to engage D/HH students in hands-on computing education. 

   more » « less
4. Attracting Adults to Computer Programming via Hip Hop

   Krug, Douglas Lusa; Mouza, Chrystalla; Jones, W. Monty; Barnett, Taylor; Shepherd, David C. (March 2023, SIGCSE '23)

   The demand for qualifed computing professionals is high, with thousands of positions remaining unflled each year. To create more qualifed professionals, initiatives to attract and engage students in computer science have been proposed, but they tend to concentrate on primary, secondary (K-12), and post-secondary (college) levels. With many adults looking for better career opportunities, it is sur- prising that few computer science initiatives focus on attracting adult learners to the feld. This paper presents the results of an infor- mal computer programming course that teaches the foundational concepts of computer programming to adults as they program hip- hop beats. This course is designed to attract adult learners that otherwise might have never considered computer programming, building their confdence and skills. We conducted this course on- line, two nights a week, for fve weeks, for about 40 participants. Afterward, we conducted a qualitative analysis of written survey data. We found that the adult learners’ perception of computer programming changed during the course, with many participants planning their next step in computing education. 

   more » « less
5. Incorporating Coding into the Classroom: An Important Component of Modern Bioinformatics Instruction

   https://doi.org/10.1080/0047231X.2024.2405593  

   Orench-Rivera, Nichole; Bednarski, April; Craig, Paul; Talbot, Austin (January 2025, Journal of College Science Teaching)

   Advancements in computation and machine learning have revolutionized science, enabling researchers to address once insurmountable challenges. Bioinformatics, a field that heavily relies on computer-driven analysis of biological data, has greatly benefited from these developments. However, traditional bioinformatics instruction frequently lacks the necessary coding skills. This article explores the transformation of a bioinformatics course in which feedback from students revealed limitations in traditional web application interfaces and the absence of coding automated pipelines for real-world applications. To address these shortcomings, the authors redesigned the project to incorporate computer programming using Google Colaboratory, where students access databases and websites by coding. The curriculum outlined the integration of modern programming skills with essential bioinformatics concepts. This article evaluates the effectiveness of this redesign by analyzing a selfresponse survey completed by course participants. Results show a positive impact on students’ perception of science and scientific research. Bayesian statistical analysis reveals that the programming component significantly predicts students’ career clarity in science and their pursuit of graduate education. Integrating coding exercises in bioinformatics education enhances students’ preparedness for real-world applications. The freely available GitHub repository will facilitate adoption. By embracing computational tools, students can become adept researchers capable of tackling complex biological questions. 

   more » « less