Catálogo de publicaciones - revistas

<jats:p>Interdisciplinarity has been touted as a means to recruit more racially and gender-diverse students to computing. In this explanatory sequential mixed-methods study, we investigated demographic characteristics among a sample of undergraduate students pursuing interdisciplinary computing major and minor combinations at 15 institutions in the United States who completed a survey at the end of their introductory course. Descriptive analyses of responses to this survey of introductory computing students revealed that enrollment in interdisciplinary major and minor combinations was limited and did not appear to disproportionately attract women or Black/African American, Latine, Indigenous, and/or Multiracial students. We then conducted a directed content analysis of departmental websites to examine the language and policies that may have precluded or encouraged students to pursue interdisciplinary computing major and minor combinations. Findings revealed that departmental offerings of such programs were limited, and, among those that did offer such programs, communication about their goals and requirements was often lacking. Implications for research and practice, especially as they pertain to efforts to broaden participation in computing, are discussed.</jats:p>

<jats:p>Service learning, a high-impact pedagogy, involves integrating academic outcomes with service to the community. The success of service learning experiences depends on the development of mutually reciprocal relationships between students, instructors, and community partners, ensuring equitable benefits for all stakeholders. To explore how relationship-building and growth are supported in computer and information science (CIS) service learning, we conducted semi-structured interviews with 13 informants—each a faculty, student, or community partner who participated in one of five computer or information science service learning courses. Our analysis identified three factors that were most crucial in supporting the formation of relationships among stakeholders: infrastructuring the relationship, valuing technical and other expertise equitably, and integrating soft skills and technical skills. Based on these findings, we discuss how growth, an important outcome of relationship-building and equitable service learning experiences, can be supported and assessed in CIS service learning experiences.</jats:p>

<jats:p>Online Judge Systems (OJSs) play a crucial role in evaluating SQL programming skills. However, OJSs may not accurately evaluate students’ queries as the error-detection capabilities of test sets are insufficient, resulting in false positives that can mislead students and hinder their learning. This study analyzes a large-scale OJS’s evaluation dataset and identifies more than 110,000 (1.94%) false-positive queries. It also validates existing SQL error categorization and reveals a new type of logical error called deceptive error, which occurs when students construct queries that pass specific test cases but fail to solve the actual problem. This type of error has been overlooked in previous research and can provide new insights into how to improve OJSs by enhancing test cases and feedback. This study contributes to the understanding of assessment and evaluation practices and processes in programming education, particularly the contribution that OJSs make to student learning and to course, staff, and institutional development. It also suggests error prevention and detection techniques that can improve the effectiveness and fairness of OJSs in programming education and competitions.</jats:p>