- NSF-PAR ID:
- 10432813
- Date Published:
- Journal Name:
- Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education
- Volume:
- 1
- Page Range / eLocation ID:
- 276 to 282
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Software testing is a critical skill for computing students, but learning and practicing testing can be challenging, particularly for beginners. A recent study suggests that a lightweight testing checklist that contains testing strategies and tutorial information could assist students in writing quality tests. However, students expressed a desire for more support in knowing how to test the code/scenario. Moreover, the potential costs and benefits of the testing checklist are not yet examined in a classroom setting. To that end, we improved the checklist by integrating explicit testing strategies to it (ETS Checklist), which provide step-by-step guidance on how to transfer semantic information from instructions to the possible testing scenarios. In this paper, we report our experiences in designing explicit strategies in unit testing, as well as adapting the ETS Checklist as optional tool support in a CS1.5 course. With the quantitative and qualitative analysis of the survey responses and lab assignment submissions generated by students, we discuss students' engagement with the ETS Checklists. Our results suggest that students who used the checklist intervention had significantly higher quality in their student-authored test code, in terms of code coverage, compared to those who did not, especially for assignments earlier in the course. We also observed students' unawareness of their need for help in writing high-quality tests.more » « less
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Taxonomic treatments start with the creation of taxon-by-character matrices. Systematics authors recognized data ambiguity issues in published phenotypic characters and are willing to adopt an ontology-aware authoring tool (Cui et al. 2022). To promote interoperable and reusable taxonomic treatments, we have developed two research prototypes: a web-based application, Character Recorder (http://chrecorder.lusites.xyz/login), to faciliate the use and addition of ontology terms by Carex systematist authors while building their matrices, and a mobile application, Conflict Resolver (Android, https://tinyurl.com/5cfatrz8), to identify potential conflicts among the terms added by the authors and facilitate the resolution of the conflicts. 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Introduction The mechanical vulnerability of the atherosclerotic cap is a crucial risk factor in asymptomatic fibroatheromas. Our research group demonstrated using numerical modeling that microcalcifications (µCalcs) located in the fibrous cap can multiply the tissue background stress by a factor 2-7[1-3]. We showed how this effect depends on the size and the ratio of the gap between particles pairs (h) and their diameter (D) along the tensile axis. In this context, we studied the impact of micro-beads of varying diameters and concentration on the rupture of human fibroatheroma laboratory models. Methods We created silicone-based (DowsilEE-3200, Dow Corning) dumbbell-shaped models (80%-scaled ASTM D412-C) of arterial tissues. Samples were divided into three groups: (1) without μBeads (control, n=12), (2) with μBeads of varying diameter (D=30,50,100μm) at a constant concentration of 1% weight (n=36), (3) with μBeads of constant diameter (D=50μm) at different concentrations (3% and 5% weight) (n=24). Before testing, samples were scanned under Micro-CT, at a resolution of 4µm. Images were then reconstructed in NRecon (SkySCan, v.2014) and structural parameters obtained in CTan (SkyScan, v.2014). These data were used to calculate the number of beads and their respective h/D ratio in a custom-made MATLAB script. We tested the samples using a custom-made micro material testing system equipped with real-time control and acquisition software (LabVIEW, v. 2018, NI). The reaction force and displacement were measured by the system and images of the sample were recorded by a high-resolution camera. The true stress and strain profiles of each sample were obtained by means of Digital Image Correlation (DIC). Results Samples with and without μBeads exhibited a distinct hyperelastic behaviour typical of arterial tissues (Fig1). Comparison of the mean ultimate stress (UTS) between groups was performed by one-way ANOVA test followed by post-hoc pairwise comparison. Regardless of the group, the presence of μBeads determined a statistically significant reduction in UTS (Fig2). Increasing the μBeads concentration was also positively correlated with lower stresses at rupture as more clusters formed resulting in lower values of h/D (Table1). Discussions Our results clearly capture the influence of μBeads on the rupture threshold of a vascular tissue mimicking material. In fact, samples with μBeads exhibit levels of UTS that are around two times lower than the control group. This effect appears to be dependent on the μBeads proximity, as lower h/D correlates with higher UTS reductions. On the other hand, the effect of particle size is not apparent for the diameters considered in this study. The plausible explanation for the observed change in rupture threshold is the increase in stress concentration around spherical μBeads, which we have previously shown in analytical and numerical studies [1-3]. Our experimental observations support our previous studies suggesting that μCalcs located within the fibroatheroma cap may be responsible for significantly increasing the risk of cap rupture that precedes myocardial infarction and sudden death.more » « less
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Abstract This paper presents an implementation of Connected Spaces (CxS)—an ambient help seeking interface designed and developed for a project‐based computing classroom. We use actor network theory (ANT) to provide an underutilized posthumanist lens to understand the creation of collaborative connections in this Computational Action‐based implementation. Posthumanism offers an emerging and critical extension to sociocultural perspectives on understanding learning, by pushing us to decenter the human, and consider the active roles that human and non‐human entities play in learning environments by actively shaping each other. We analyse how students in this class adjusted their help‐seeking and collaborative habits following the introduction of CxS, a tool designed to foster (more inter‐group) collaboration. ANT proposes generalized symmetry—a principle of considering human, non‐human and more than human entities with equivalent and comparable agency, leading to describing phenomena as networks of actors in different evolving relationships with each other. Analysing collaborative interactions as fostered by CxS using an ANT approach supports design‐based research—an iterative design revision process highlighting understandings about design as well as learning—by providing a temporal and informative lens into the relationship between actors and tools within the environment. Our key findings include a framing of technologies in classrooms as bridging
agentic gaps between students and becoming actors engaging in different behaviours; learners enacting new agencies through technologies (for instance a more comfortable non‐intrusive help seeker), and the need for voicing and teachers to connect help networks in CxS equipped classrooms.Practitioner notes What is already known about this topic
Collaborative learning is a valuable skill and practice; opportunities to mentor others are critical in empowering minoritized learners, especially in STEM and computing disciplines.
School norms solidify a power and expertise hierarchy between teachers and learners and fail to productively support learners in learning from each other.
Additionally, lack of awareness about peers' knowledge is a common hindrance in students knowing who to ask for help and how.
What this paper adds
An example of a designed interface called Connected Spaces with potential to foster more inter‐student collaboration, especially outside of mandated within‐group collaboration—in the form of cross‐group help seeking and help giving.
A design based research study using actor network theory highlighting the limitations of Connected Spaces in sparking notable behaviour change among students by itself but being retooled as a teacher support tool in enabling cross‐group collaborations.
Presenting conceptions of collaboration through technologies as bridging agentic gaps and acting with new agencies in performing help‐seeking related actions.
Provoking the idea of testing emerging technologies in classrooms along with sharing our analyses and reflections with the classroom as a key idea in computing education—surfacing the gap between designed intentions and the different kinds of extra social work needed in the on‐ground success of different technologies.
Implications for practice and/or policy
Designers and researchers should create and test more interfaces alongside teachers across different classrooms and contexts aimed at supporting different kinds of voluntary collaborative interactions.
Curricula, standards and school practices should further center providing students with opportunities to engage as mentors and build communities of learning across disciplines to empower minoritized students.
Researchers engaging in design based research should consider using more posthumanist lenses to examine educational technologies and how they affect change in learning environments.
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Security is a critical aspect in the design, development, and testing of software systems. Due to the increasing need for security-related skills within software systems and engineering, there is a growing demand for these skills to be taught at the university level. A series of 41 security modules was developed to assess the impact of these modules on teaching critical cyber security topics to students. This paper presents the implementation and outcomes of the first set of six security modules in a Freshman level course. This set consists of five modules presented in lectures as well as a sixth module emphasizing encryption and decryption used as the semester project for the course. Each module is a collection of concepts related to cyber security. The individual cyber security concepts are presented with a general description of a security issue to avoid, sample code with the security issue written in the Java programming language, and a second version of the code with an effective solution. The set of these modules was implemented in Computer Science I during the Fall 2019 semester. Incorporating each of the concepts in these modules into lectures depends on both the topic covered and the approach to resolving the related security issue. Students were introduced to computing concepts related to both the security issue and the appropriate solution to fully grasp the overall concept. After presenting the materials to students, continual review with students is also essential. This reviewal process requires exploring use-cases for the programming mechanisms presented as solutions to the security issues discussed. In addition to the security modules presented in lectures, students were given a hands-on approach to understanding the concepts through Model-Eliciting Activities (MEAs). MEAs are open-ended, problem-solving activities in which groups of three to four students work to solve realistic complex problems in a classroom setting. The semester project related to encryption and decryption was implemented into the course as an MEA. To assess the effectiveness of incorporating security modules with the MEA project into the curriculum of Computer Science I, two sections of the course were used as a control group and a treatment group. The treatment group included the security modules in lectures and the MEA project while the control group did not. To measure the overall effectiveness of incorporating security modules with the MEA project, both the instructor’s effectiveness as well as the student’s attitudes and interest were measured. For instructors, the primary question to address was to what extent do instructors change their attitudes towards student learning and their teaching practices because of the implementation of cyber security modules through MEAs. For students, the primary question to address was how the inclusion of security modules with the MEA project improved their understanding of the course materials and their interests in computer science. After implementing security modules with the MEA project, students showed a better understanding of cyber security concepts and a greater interest in broader computer science concepts. The instructor’s beliefs about teaching, learning, and assessment shifted from teacher-centered to student-centered, during his experience with the security modules and MEA.more » « less