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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
2010-
Cobertura temática
Tabla de contenidos
doi: 10.1145/3596915
Editors' Message
Margaret Hamilton; James Harland
Palabras clave: Education; General Computer Science.
Pp. 4-4
doi: 10.1145/3587269
CLASSROOM SYNCOPATIONS: Short-Term Convenience and Long-Term Consequences
Henry M. Walker
Palabras clave: Education; General Computer Science.
Pp. 6-9
doi: 10.1145/3585323
UPSILON PI EPSILON: Impressive Student Performances at Home and Abroad
Jeffrey L. Popyack
Palabras clave: Education; General Computer Science.
Pp. 10-13
doi: 10.1145/3594875
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
doi: 10.1145/3584181
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
doi: 10.1145/3596917
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
doi: 10.1145/3596918
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
doi: 10.1145/3595634
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
doi: 10.1145/3596916
Common Acronyms
Inroads Staff
Palabras clave: Education; General Computer Science.
Pp. 47-47
doi: 10.1145/3596919
Course Codes
Scott Weiss
Palabras clave: Education; General Computer Science.
Pp. 48-48