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ACM Inroads

Resumen/Descripción – provisto por la editorial en inglés
The ACM Inroads magazine serves professionals interested in advancing computing education on a global scale. The goal of the publication is to generate new ‘inroads’ in the theory and practice of computing education and to share those discoveries by fostering dialogue, cooperation, and collaboration with educators worldwide.
Palabras clave – provistas por la editorial

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Disponibilidad
Institución detectada Período Navegá Descargá Solicitá
No detectada desde mar. 2010 / hasta dic. 2023 ACM Digital Library

Información

Tipo de recurso:

revistas

ISSN impreso

2153-2184

ISSN electrónico

2153-2192

Editor responsable

Association for Computing Machinery (ACM)

País de edición

Estados Unidos

Fecha de publicación

Tabla de contenidos

Editors' Message

Margaret Hamilton; James Harland

Palabras clave: Education; General Computer Science.

Pp. 4-4

CLASSROOM SYNCOPATIONS: Short-Term Convenience and Long-Term Consequences

Henry M. Walker

Palabras clave: Education; General Computer Science.

Pp. 6-9

UPSILON PI EPSILON: Impressive Student Performances at Home and Abroad

Jeffrey L. Popyack

Palabras clave: Education; General Computer Science.

Pp. 10-13

CONVERSATIONS: Conversation with a Prominent Propagator: Frank Vahid

David P. Bunde; Zack Butler; Christopher L. Hovey; Cynthia Taylor

Palabras clave: Education; General Computer Science.

Pp. 14-17

Increasing Women's Participation in CS at Large Public Universities: Issues and Insights

Jeba Rezwana; Mary Lou Maher

<jats:p>Despite rapidly growing interest in Computer Science (CS), CS has the second lowest participation rate for women of all science and engineering degrees, according to a recent report by the US National Science Board [16]. The reasons for women's underrepresentation and their experiences may differ from university to university. Universities are very different in terms of types of students, student profiles, students' socio-economic status, race, number of students, admission requirements, and resources. For example, some universities can create gender balance in introductory courses through selective admission. However, typically, admission practices in large public universities are not able to achieve gender balance for CS majors. As a result, there are lower percentages of women in the CS major in large public universities than in selective schools. In addition, large public universities tend to have a larger number of CS students when compared to private universities. To understand women students' experiences and struggles in computer science at a large public university in the United States and to find ways to intervene in favor of gender equity in computer science, we conducted in-depth interviews with women students in introductory programming courses. In this article, we present women students' experiences, struggles, expectations and offer potential interventions based on the findings to encourage women to consider CS as their major and stay in the CS major. Our interview data shows there is a persistent effect of lack of prior programming experience and gender bias that leads to a negative experience for women students in introductory CS courses. This article presents the challenges faced by women in CS and provides their recommendations for attracting and retaining women students in CS at large public universities.</jats:p>

Palabras clave: Education; General Computer Science.

Pp. 18-25

Reflections on Conducting Online Think-Alouds

Asanthika Imbulpitiya; Jacqueline Whalley; Mali Senapathi

<jats:p>This article presents a protocol for conducting online think-aloud interviews as well as the reflections of the participants and interviewer on this process. The interviewer and participants commenced the interviews in person but then shifted to an online mode partway through the study. Thus, their reflections provide a comparison of the two different modes. These reflections are situated within a study of novice database designers. This computer science context, to some extent, influences both the protocol and the experiences of the study participants. Recommendations based on these experiences are provided for future computer science education researchers interested in using an online mode for conducting think-alouds, and suggestions for the use of aspects of the protocol in teaching are presented.</jats:p>

Palabras clave: Education; General Computer Science.

Pp. 26-34

How My Students and I (Re)Discovered the Joy of Computing in CS2

Victoria C. Chávez

Palabras clave: Education; General Computer Science.

Pp. 36-39

Teaching CS-101 at the Dawn of ChatGPT

Lorraine Jacques

<jats:p>Recent news suggests that the advent of AI-generated coding tools signal the end of humans programming. This news should not, however, suggest that students not learn how to program but instead that instructors rethink how they teach programming. Math education has already addressed the challenge of teaching fluency when there is technology for basic tasks by having students use multiple representations, different approaches, and explanations of others' work to emphasize problem-solving, critical thinking, and communication while still teaching basic skills. These approaches can also be applied to computer science education, especially in an introductory course, and with the same benefits.</jats:p>

Palabras clave: Education; General Computer Science.

Pp. 40-46

Common Acronyms

Inroads Staff

Palabras clave: Education; General Computer Science.

Pp. 47-47

Course Codes

Scott Weiss

Palabras clave: Education; General Computer Science.

Pp. 48-48