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1. 8th Educational Data Mining in Computer Science Education (CSEDM) Workshop

   https://doi.org/10.5281/zenodo.12730035  

   Shi, Yang; Brusilovsky, Peter; Akram, Bita; Price, Thomas W; Leinonen, Juho; Koedinger, Kenneth R; Lan, Andrew (July 2024, Proceedings of 17th International Conference on Educational Data Mining (EDM 2024), International Educational Data Mining Society)

   Benjamin, Paaßen; Carrie, Demmans Epp (Ed.)

   There is a growing community of researchers at the intersection of data mining, AI, and computing education research. The objective of the CSEDM workshop is to facilitate a discussion among this research community, with a focus on how data mining can be uniquely applied in computing education research. For example, what new techniques are needed to analyze program code and CS log data? How do results from CS education inform our analysis of this data? The workshop is meant to be an interdisciplinary event at the intersection of EDM and Computing Education Research. Researchers, faculty, and students are encouraged to share their AI- and data-driven approaches, methodologies, and experiences where data transforms how students learn Computer Science (CS) skills. This full-day hybrid workshop will feature paper presentations and discussions to promote collaboration. 

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2. 9th Educational Data Mining in Computer Science Education (CSEDM) Workshop

   https://doi.org/10.5281/zenodo.15870308  

   Akram, Bita; Shi, Yang; Brusilovsky, Peter; Price, Thomas; Koedinger, Ken; Carvalho, Paulo; Zhang, Shan; Lan, Andrew; Leinonen, Juho (July 2025, Proceedings of 18th International Conference on Educational Data Mining (EDM 2025), International Educational Data Mining Society)

   Mills, Caitlin; Alexandron, Giora; Taibi, Davide; Lo_Bosco, Giosuè; Paquette, Luc (Ed.)

   There is a growing community of researchers at the intersection- tion of data mining, AI, and computing education research. The objective of the CSEDM workshop is to facilitate a dis- Discussion among this research community, with a focus on how data mining can be uniquely applied in computing ed- ucation research. For example, what new techniques are needed to analyze program code and CS log data? How do results from CS education inform our analysis of this data? The workshop is meant to be an interdisciplinary event at the intersection of EDM and Computing Education Research. Researchers, faculty, and students are encouraged to share their AI- and data-driven approaches, methodological- gies, and experiences where data transforms how students learn Computer Science (CS) skills. This full-day workshop will feature paper presentations and discussions to promote collaboration. 

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3. Board 384: Setting the Stage for Co-Creation: Using Workshops to Scaffold Interdisciplinary Research, Collaboration, and Community Building

   https://doi.org/10.18260/1-2--43082  

   Kershaw, Trina; Tripathy, Susan; Liu, Hong; Chandra, Kavitha (June 2023, ASEE Conferences)

   Co-creation in academe can take multiple forms. In this research, the co-creation focus is on collaboration between faculty and graduate students to develop educational modules. This activity is designed to improve graduate education and prepare students for conducting graduate research. In previous work presented at ASEE 2022, we discussed benefits and challenges of participating in the co-creation process. This current paper focuses on how we took lessons from our first year and transformed them into a structure to better support interdisciplinary research, collaboration, and community building. We will discuss how we supported the process of co-creation by developing a series of workshops to scaffold student learning. Scaffolds are instructional methods and interventions that are designed to foster skill development by allowing for interactions between what students already know and what they have yet to learn. These workshops were designed using the tenets of the gold standard project-based learning (PjBL). The PjBL framework is itself a scaffold that is designed to build research competencies. Specifically, to introduce a challenging problem or question, we created multiple technical overviews of the cyber-physical system theme of interest that would constitute the eventual educational modules. We scaffolded sustained inquiry by developing a workshop using techniques from the Right Question Institute, and also through a workshop about crafting your message for different audiences. To support the PjBL idea of authenticity, we developed a workshop about core values to help students connect personally to their project topics. To further support collaboration and community building, we developed a workshop to introduce ideas of interdisciplinary collaboration, including developing community agreements and recognizing and responding to microaggressions. Periodic reinforcements of these topics were incorporated as students progressed in their co-creation project. We assessed how students applied these topics through student reflections. Scaffolding students’ learning helped to address co-creation challenges that were expressed by our pilot group, including not understanding the goals of the project and not feeling connected to the research. Observational data of the current groups suggests that students have better understanding of the co-creation process and are collaborating more effectively than our pilot group students, and focus group data confirmed these observations. We also collected feedback from students about the workshops to evaluate what is effective about them and what can be improved. Students felt skills taught in the workshops such as how to prioritize research questions, construct messages for specific audiences, and perform literature searches and reviews, were all effective and useful as they worked on their projects. For improvement, they suggested clearer objectives and more workshops that focus on technical aspects of the project work would be helpful. 

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4. Setting the stage for co-creation: Using workshops to scaffold interdisciplinary research, collaboration, and community building

   Kershaw, T.C.; Tripathy, S.T.; Liu, H.; Chandra, K. (June 2023, Proceedings of the 2023 ASEE Annual Conference & Exposition)

   Co-creation in academe can take multiple forms. In this research, the co-creation focus is on collaboration between faculty and graduate students to develop educational modules. This activity is designed to improve graduate education and prepare students for conducting graduate research. In previous work presented at ASEE 2022, we discussed benefits and challenges of participating in the co-creation process. This current paper focuses on how we took lessons from our first year and transformed them into a structure to better support interdisciplinary research, collaboration, and community building. We will discuss how we supported the process of co-creation by developing a series of workshops to scaffold student learning. Scaffolds are instructional methods and interventions that are designed to foster skill development by allowing for interactions between what students already know and what they have yet to learn. These workshops were designed using the tenets of the gold standard project-based learning (PjBL). The PjBL framework is itself a scaffold that is designed to build research competencies. Specifically, to introduce a challenging problem or question, we created multiple technical overviews of the cyber-physical system theme of interest that would constitute the eventual educational modules. We scaffolded sustained inquiry by developing a workshop using techniques from the Right Question Institute, and also through a workshop about crafting your message for different audiences. To support the PjBL idea of authenticity, we developed a workshop about core values to help students connect personally to their project topics. To further support collaboration and community building, we developed a workshop to introduce ideas of interdisciplinary collaboration, including developing community agreements and recognizing and responding to microaggressions. Periodic reinforcements of these topics were incorporated as students progressed in their co-creation project. We assessed how students applied these topics through student reflections. Scaffolding students’ learning helped to address co-creation challenges that were expressed by our pilot group, including not understanding the goals of the project and not feeling connected to the research. Observational data of the current groups suggests that students have better understanding of the co-creation process and are collaborating more effectively than our pilot group students, and focus group data confirmed these observations. We also collected feedback from students about the workshops to evaluate what is effective about them and what can be improved. Students felt skills taught in the workshops such as how to prioritize research questions, construct messages for specific audiences, and perform literature searches and reviews, were all effective and useful as they worked on their projects. For improvement, they suggested clearer objectives and more workshops that focus on technical aspects of the project work would be helpful. 

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5. US-Serbia and West Balkan Data Science Workshop

   Obradovic, Zoran (January 2020, NSF Workshop Reports)

   The project mission was to organize a workshop aimed to explore how the US data science community can cooperate with and benefit from collaborations with partners in Serbia and the West Balkan region. The scope included fundamental data science methods and high-impact applications related to big data processing, security and privacy in critical infrastructures, biomedical informatics, and computational archeology. The proposed workshop facilitated closing the gap between data science research in the US and Serbia and the region and brought together data scientists with researchers from disciplines that until recently had little exposure to data science methods, potentially enabling collaborative breakthroughs in those scientific fields. A large fraction of participants from both sides were early career researchers including advanced level graduate students, postdoctoral research associates, and assistant/associate professors within 10 years of obtaining their Ph.D. The participants included a large fraction of female and minority scientists. The workshop objective was achieved by including the following inter-related objectives: (1) Establishing new multidisciplinary international collaborations between data science, mathematics, and sciences that generate big data and require advanced methods; (2) Reinforcing collaboration mechanisms between the NSF and Serbia’s Ministry of Education, Science and Technological Development and organize joint research projects; and (3) Widening the impact of the workshop, by involving researchers and stakeholders from the West Balkan region. The workshop consisted of four tracks, each co-chaired by 3 investigators from the US, Serbia and another West Balkan country. Tangible outcomes from the workshop include a report describing workshop activities for each of four tracks and a proposal recommending research collaboration areas of interest for all parties and determining collaboration mechanisms and programs to facilitate collaboration. 

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