Task-Specific Programming Languages for Promoting Computing Integration: a Precalculus Example
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Daniel D. Garcia
DANIEL D. GARCIA [email protected] http://www.cs.berkeley.edu/~ddgarcia/ 777 Soda Hall #1776 UC Berkeley Berkeley, CA 94720-1776 (510) 517-4041 ______________________________________________________ EDUCATION MASSACHUSETTS INSTITUTE OF TECHNOLOGY Cambridge, MA B.S. in Computer Science, 1990 B.S. in Electrical Engineering, 1990 UNIVERSITY OF CALIFORNIA, BERKELEY Berkeley, CA M.S. in Computer Science, 1995 Ph.D. in Computer Science, 2000. Area: computer graphics and scientific visualization. Brian Barsky, advisor. TEACHING AWARDS • Outstanding Graduate Student Instructor in Computer Science (1992) • Electrical Engineering and Computer Science Outstanding Graduate Student Instructor (1997) • Computer Science Division Diane S. McEntyre Award for Excellence in Teaching (2002) • Computer Science Division IT Faculty Award for Excellence in Undergraduate Teaching (2005) • UC Berkeley “Everyday Hero” Award (2005) • Highest “teaching effectiveness” rating for any EECS lower division instructor, ever (6.7, since tied) (2006) • CS10: The Beauty and Joy of Computing chosen as 1 of 5 national pilots for AP CS: Principles course (2010) • CS10: The Beauty and Joy of Computing chosen as a University of California Online Course Pilot (2011) • Association of Computing Machinery (ACM) Distinguished Educator (2012) • Top 5 Professors to Take Classes with at UC Berkeley, The Black Sheep Online (2013) • CS10 becomes first introductory computing class at UC Berkeley with > 50% women (2013,2014) • Ten Most Popular MOOCs Starting in September 2015 and January 2016, Class Central (2015, 2016) • LPFI's Lux Award for being “Tech Diversity Champion” (2015) • NCWIT’s Undergraduate Research Mentoring (URM) Award (2016) • NCWIT’s Extension Services Transformation Award, Honorable Mention (2016) • CS10 becomes first introductory computing class at UC Berkeley with > 60% women (2017) • SAP Visionary Member Award (2017) • Google CS4HS Ambassador (2017) • CS10 becomes first introductory computing class at UC Berkeley with > 65% women (2018) Updated through 2018-07-01 1 / 28 Daniel D. -
Compiler Error Messages Considered Unhelpful: the Landscape of Text-Based Programming Error Message Research
Working Group Report ITiCSE-WGR ’19, July 15–17, 2019, Aberdeen, Scotland Uk Compiler Error Messages Considered Unhelpful: The Landscape of Text-Based Programming Error Message Research Brett A. Becker∗ Paul Denny∗ Raymond Pettit∗ University College Dublin University of Auckland University of Virginia Dublin, Ireland Auckland, New Zealand Charlottesville, Virginia, USA [email protected] [email protected] [email protected] Durell Bouchard Dennis J. Bouvier Brian Harrington Roanoke College Southern Illinois University Edwardsville University of Toronto Scarborough Roanoke, Virgina, USA Edwardsville, Illinois, USA Scarborough, Ontario, Canada [email protected] [email protected] [email protected] Amir Kamil Amey Karkare Chris McDonald University of Michigan Indian Institute of Technology Kanpur University of Western Australia Ann Arbor, Michigan, USA Kanpur, India Perth, Australia [email protected] [email protected] [email protected] Peter-Michael Osera Janice L. Pearce James Prather Grinnell College Berea College Abilene Christian University Grinnell, Iowa, USA Berea, Kentucky, USA Abilene, Texas, USA [email protected] [email protected] [email protected] ABSTRACT of evidence supporting each one (historical, anecdotal, and empiri- Diagnostic messages generated by compilers and interpreters such cal). This work can serve as a starting point for those who wish to as syntax error messages have been researched for over half of a conduct research on compiler error messages, runtime errors, and century. Unfortunately, these messages which include error, warn- warnings. We also make the bibtex file of our 300+ reference corpus ing, and run-time messages, present substantial difficulty and could publicly available. -
How to Design Co-Programs
JFP, 15 pages, 2021. c Cambridge University Press 2021 1 doi:10.1017/xxxxx EDUCATIONMATTERS How to Design Co-Programs JEREMY GIBBONS Department of Computer Science, University of Oxford e-mail: [email protected] Abstract The observation that program structure follows data structure is a key lesson in introductory pro- gramming: good hints for possible program designs can be found by considering the structure of the data concerned. In particular, this lesson is a core message of the influential textbook “How to Design Programs” by Felleisen, Findler, Flatt, and Krishnamurthi. However, that book discusses using only the structure of input data for guiding program design, typically leading towards structurally recur- sive programs. We argue that novice programmers should also be taught to consider the structure of output data, leading them also towards structurally corecursive programs. 1 Introduction Where do programs come from? This mystery can be an obstacle to novice programmers, who can become overwhelmed by the design choices presented by a blank sheet of paper, or an empty editor window— where does one start? A good place to start, we tell them, is by analyzing the structure of the data that the program is to consume. For example, if the program h is to process a list of values, one may start by analyzing the structure of that list. Either the list is empty ([]), or it is non-empty (a : x) with a head (a) and a tail (x). This provides a candidate program structure: h [ ] = ::: h (a : x) = ::: a ::: x ::: where for the empty list some result must simply be chosen, and for a non-empty list the result depends on the head a and tail x. -
Panel: NSF-Sponsored Innovative Approaches to Undergraduate Computer Science
Panel: NSF-Sponsored Innovative Approaches to Undergraduate Computer Science Stephen Bloch (Adelphi University) Amruth Kumar (Ramapo College) Stanislav Kurkovsky (Central CT State University) Clif Kussmaul (Muhlenberg College) Matt Dickerson (Middlebury College), moderator Project Web site(s) Intervention Delivery Supervision Program http://programbydesign.org curriculum with supporting in class; software normally active, but can be by Design http://picturingprograms.org IDE, libraries, & texts and textbook are done other ways Stephen Bloch http://www.ccs.neu.edu/home/ free downloads matthias/HtDP2e/ or web-based NSF awards 0010064 http://racket-lang.org & 0618543 http://wescheme.org Problets http://www.problets.org in- or after-class problem- applet in none - teacher not needed, Amruth Kumar solving exercises on a browser although some adopters use programming concepts it in active mode too NSF award 0817187 Mobile Game http://www.mgdcs.com/ in-class or take-home PC passive - teacher as Development programming projects facilitator to answer Qs Stan Kurkovsky NSF award DUE-0941348 POGIL http://pogil.org in-class activity paper or web passive - teacher as Clif Kussmaul http://cspogil.org facilitator to answer Qs NSF award TUES 1044679 Project Course(s) Language(s) Focus Program Middle school, Usually Scheme-like teaching problem-solving process, by pre-AP CS in HS, languages leading into Java; particularly test-driven DesignStephen CS0, CS1, CS2 has also been done in Python, development and use of data Bloch in college ML, Java, Scala, ... types to guide coding & testing Problets AP-CS, CS I, CS 2. C, C++, Java, C# code tracing, debugging, Amruth Kumar also as refresher or expression evaluation, to switch languages predicting program state in other courses Mobile Game AP-CS, CS1, CS2 Java core OO programming; DevelopmentSt intro to advanced subjects an Kurkovsky such as AI, networks, security POGILClif CS1, CS2, SE, etc. -
Mark Guzdial School of Interactive Computing, College of Computing, Georgia Institute of Technology Thursday, January 31, 2013 9:00-10:00Am State Room East, IMU
Mark Guzdial School of Interactive Computing, College of Computing, Georgia Institute of Technology Thursday, January 31, 2013 9:00-10:00am State Room East, IMU Topic: Three Lessons in Teaching Computing To Everyone My colleagues and I have been studying how to teach computer science, to CS majors, Abstract: to non-CS undergraduates, and to adult professionals. In this talk, I’ll talk about some of what we’ve learned, organized around three lessons. Lesson #1: We typically teach computer science too abstractly, and by teaching it in a context (e.g., media, robots, Nintendo GameBoys, Photoshop), we can dramatically improve success (retention and learning) for both traditional and non-traditional CS learners. Lesson #2: Collaboration can create opportunities for learning, but classroom culture (e.g., competition) trumps technology (Wikis). Lesson #3: Our greatest challenge in computer science education is improving teaching, and that will require changes in high schools, in public policy, and in universities. Biography: Mark Guzdial is a Professor in the School of Interactive Computing in the College of Computing at Georgia Institute of Technology. His research focuses on learning sciences and technology, specifically, computing education research. He has published several books on the use of media as a context for learning computing. He was the original developer of the "Swiki" which was the first wiki designed for educational use. He was awarded a joint Ph.D. degree in Education and Computer Science from the University of Michigan in 1993. He serves on the ACM's Education Council and the Special Interest Group in CS Education (SIGCSE) Board, and is on the editorial boards of the "Journal of the Learning Sciences," "ACM Transactions on Computing Education," and "Communications of the ACM." With his wife and colleague, Barbara Ericson, he received the 2010 ACM Karl V. -
42 a Systematic Investigation of Replications in Computing
A Systematic Investigation of Replications in Computing Education Research QIANG HAO, DAVID H. SMITH IV, NAITRA IRIUMI, and MICHAIL TSIKERDEKIS, Western Washington University AMY J. KO, University of Washington As the societal demands for application and knowledge in computer science (CS) increase, CS student en- rollment keeps growing rapidly around the world. By continuously improving the efficacy of computing education and providing guidelines for learning and teaching practice, computing education research plays a vital role in addressing both educational and societal challenges that emerge from the growth of CS students. Given the significant role of computing education research, it is important to ensure the reliability ofstudies in this field. The extent to which studies can be replicated in a field is one of the most important standards for reliability. Different fields have paid increasing attention to the replication rates of their studies, butthe replication rate of computing education was never systematically studied. To fill this gap, this study inves- tigated the replication rate of computing education between 2009 and 2018. We examined 2,269 published studies from three major conferences and two major journals in computing education, and found that the overall replication rate of computing education was 2.38%. This study demonstrated the need for more repli- cation studies in computing education and discussed how to encourage replication studies through research initiatives and policy making. CCS Concepts: • Social and professional topics → Computing education; Additional Key Words and Phrases: Computing education, replications, computer science education, replica- tion rate, assessment, evaluation, content analysis, educational policy, research methodology ACM Reference format: Qiang Hao, David H. -
The Comparability Between Modular and Non-Modular
THE COMPARABILITY BETWEEN MODULAR AND NON-MODULAR EXAMINATIONS AT GCE ADVANCED LEVEL Elizabeth A Gray PhD INSTITUTE OF EDUCATION UNIVERSITY OF LONDON 1 ABSTRACT The prime concern of this thesis is the comparability of two types of assessment now prevalent in Advanced level GeE examinations. The more conventional linear scheme assesses all candidates terminally, and the only way to improve the grade awarded is to re-take the whole examination. In contrast, the relatively new modular schemes of assessment include testing opportunities throughout the course of study. This not only has formative effects but allows quantifiable improvements in syllabus results through the medium of the resit option. There are obvious differences between the two schemes, but this does not necessarily imply that they are not comparable in their grading standards. It is this standard which the thesis attempts to address by considering the different variabilities of each of the schemes, and how these might impinge upon the outcomes of the grading process as evidenced in the final grade distributions. A key issue is that of legitimate and illegitimate variabilities - the former perhaps allowing an improvement in performance while maintaining grading standards; the latter possibly affecting the grading standard because its effect was not fully taken into account in the awarding process. By looking at a linear and modular syllabus in mathematics, the differences between the two are investigated, and although not fully generalisable, it is clear that many of the worries which were advanced when modular schemes were first introduced are groundless. Most candidates are seen to use the testing flexibility to their advantage, but there is little evidence of over-testing. -
Georgia Institute of Technology Advisor Advisor Thesis
College of Computing Georgia Institute of Technology 801 Atlantic Dr NW, Atlanta, GA 30332 [email protected] kantwon.com Robotics Broadening Participation in Computing Education Technology Artificial Intelligence Assistive Technology GEORGIA INSTITUTE OF TECHNOLOGY Present Human Computer Interaction & Learning Sciences and Technology ADVISOR Dr. Ayanna MacCalla Howard, Chair of the School of Interactive Computing 2016-2018 ADVISOR Dr. Mark Guzdial, Interactive Computing THESIS Nudges Aren’t Enough! Measuring and Influencing Self-efficacy and Belongingness of Students in Introductory Computer Science Courses 2015-2016 VLSI, Packaging, and Digital Design 2011-2015 VLSI and Digital Design GOOGLE Summer 2019 Designed, developed, and executed user study and data analysis for eye-tracking research project within the education realm. LEVELED UP Summer 2018 Start-up designed to create a one-stop-shop of STEM opportunities for minority students. Recipient of $20,000 seed funding from Georgia Tech INTEL CORPORATION Summer 2018 Designed Python-based network visualizations used by over 50 engineers in the Xeon supercomputer architecture team Proposed future system-design recommendations to increase the usability and efficiency of graph visualizations Summer 2017 Created educational lesson plans for Intel’s Future Skills program to expose underrepresented minority students to STEM. Topics include internet of things, drones, and introductory programming. Curricula have been shipped nation-wide and are used by hundreds of learners. Summer 2016 Designed and implemented JavaScript and AngularJS based features in task organization web application used by over 30,000 Intel employees. Summer 2015 Produced data-mining TCL script to analyze design change lists to increase efficiency of chip-design timing convergence INSTRUCTOR Fall 2016-Present 1,000+ student undergraduate course focused on introducing programming concepts including data manipulation, data visualization, algorithm design, and graph theory. -
Final Shift for Call/Cc: Direct Implementation of Shift and Reset
Final Shift for Call/cc: Direct Implementation of Shift and Reset Martin Gasbichler Michael Sperber Universitat¨ Tubingen¨ fgasbichl,[email protected] Abstract JxKρ = λk:(k (ρ x)) 0 0 We present a direct implementation of the shift and reset con- Jλx:MKρ = λk:k (λv:λk :(JMK)(ρ[x 7! v]) k ) trol operators in the Scheme 48 system. The new implementation JE1 E2Kρ = λk:JE1Kρ (λ f :JE2Kρ (λa: f a k) improves upon the traditional technique of simulating shift and reset via call/cc. Typical applications of these operators exhibit Figure 1. Continuation semantics space savings and a significant overall performance gain. Our tech- nique is based upon the popular incremental stack/heap strategy for representing continuations. We present implementation details as well as some benchmark measurements for typical applications. this transformation has a direct counterpart as a semantic specifica- tion of the λ calculus; Figure 1 shows such a semantic specification for the bare λ calculus: each ρ is an environment mapping variables Categories and Subject Descriptors to values, and each k is a continuation—a function from values to values. An abstraction denotes a function from an environment to a D.3.3 [Programming Languages]: Language Constructs and Fea- function accepting an argument and a continuation. tures—Control structures In the context of the semantics, the rule for call/cc is this: General Terms Jcall=cc EKρ = λk:JEKρ (λ f : f (λv:λk0:k v) k) Languages, Performance Call=cc E evaluates E and calls the result f ; it then applies f to an Keywords escape function which discards the continuation k0 passed to it and replaces it by the continuation k of the call=cc expression. -
Microworlds: Building Powerful Ideas in the Secondary School
US-China Education Review A 9 (2012) 796-803 Earlier title: US-China Education Review, ISSN 1548-6613 D DAVID PUBLISHING Microworlds: Building Powerful Ideas in the Secondary School Craig William Jenkins University of Wales, Wales, UK In the 1960s, the MIT (Massachusetts Institute of Technology) developed a programming language called LOGO. Underpinning this invention was a profound new philosophy of how learners learn. This paper reviews research in the area and asks how one notion in particular, that of a microworld, may be used by secondary school educators to build powerful ideas in STEM (science, technology, engineering, and mathematics) subjects. Keywords: microworlds, programming, STEM (science, technology, engineering, and mathematics), constructionism, education Theories of Knowing This paper examines the microworld as a tool for acquiring powerful ideas in secondary education and explores their potential role in making relevant conceptual learning accessible through practical, constructionist approaches. In line with this aim, the paper is split into three main sections: The first section looks at the underlying educational theory behind microworlds in order to set up the rest of the paper; The second section critically examines the notion of a microworld in order to draw out the characteristics of a microworlds approach to learning; Finally, the paper ends with a real-world example of a microworld that is designed to build key, powerful ideas within a STEM (science, technology, engineering, and mathematics) domain of knowledge. To begin to understand the educational theory behind microworlds, a good starting point is to consider the ways in which learners interact with educational technology. In 1980, Robert Taylor (1980) provided a useful framework for understanding such interactions. -
The Next 700 Semantics: a Research Challenge Shriram Krishnamurthi Brown University [email protected] Benjamin S
The Next 700 Semantics: A Research Challenge Shriram Krishnamurthi Brown University [email protected] Benjamin S. Lerner Northeastern University [email protected] Liam Elberty Unaffiliated Abstract Modern systems consist of large numbers of languages, frameworks, libraries, APIs, and more. Each has characteristic behavior and data. Capturing these in semantics is valuable not only for understanding them but also essential for formal treatment (such as proofs). Unfortunately, most of these systems are defined primarily through implementations, which means the semantics needs to be learned. We describe the problem of learning a semantics, provide a structuring process that is of potential value, and also outline our failed attempts at achieving this so far. 2012 ACM Subject Classification Software and its engineering → General programming languages; Software and its engineering → Language features; Software and its engineering → Semantics; Software and its engineering → Formal language definitions Keywords and phrases Programming languages, desugaring, semantics, testing Digital Object Identifier 10.4230/LIPIcs.SNAPL.2019.9 Funding This work was partially supported by the US National Science Foundation and Brown University while all authors were at Brown University. Acknowledgements The authors thank Eugene Charniak and Kevin Knight for useful conversations. The reviewers provided useful feedback that improved the presentation. © Shriram Krishnamurthi and Benjamin S. Lerner and Liam Elberty; licensed under Creative Commons License CC-BY 3rd Summit on Advances in Programming Languages (SNAPL 2019). Editors: Benjamin S. Lerner, Rastislav Bodík, and Shriram Krishnamurthi; Article No. 9; pp. 9:1–9:14 Leibniz International Proceedings in Informatics Schloss Dagstuhl – Leibniz-Zentrum für Informatik, Dagstuhl Publishing, Germany 9:2 The Next 700 Semantics: A Research Challenge 1 Motivation Semantics is central to the trade of programming language researchers and practitioners. -
Proceedings of the 8Th European Lisp Symposium Goldsmiths, University of London, April 20-21, 2015 Julian Padget (Ed.) Sponsors
Proceedings of the 8th European Lisp Symposium Goldsmiths, University of London, April 20-21, 2015 Julian Padget (ed.) Sponsors We gratefully acknowledge the support given to the 8th European Lisp Symposium by the following sponsors: WWWLISPWORKSCOM i Organization Programme Committee Julian Padget – University of Bath, UK (chair) Giuseppe Attardi — University of Pisa, Italy Sacha Chua — Toronto, Canada Stephen Eglen — University of Cambridge, UK Marc Feeley — University of Montreal, Canada Matthew Flatt — University of Utah, USA Rainer Joswig — Hamburg, Germany Nick Levine — RavenPack, Spain Henry Lieberman — MIT, USA Christian Queinnec — University Pierre et Marie Curie, Paris 6, France Robert Strandh — University of Bordeaux, France Edmund Weitz — University of Applied Sciences, Hamburg, Germany Local Organization Christophe Rhodes – Goldsmiths, University of London, UK (chair) Richard Lewis – Goldsmiths, University of London, UK Shivi Hotwani – Goldsmiths, University of London, UK Didier Verna – EPITA Research and Development Laboratory, France ii Contents Acknowledgments i Messages from the chairs v Invited contributions Quicklisp: On Beyond Beta 2 Zach Beane µKanren: Running the Little Things Backwards 3 Bodil Stokke Escaping the Heap 4 Ahmon Dancy Unwanted Memory Retention 5 Martin Cracauer Peer-reviewed papers Efficient Applicative Programming Environments for Computer Vision Applications 7 Benjamin Seppke and Leonie Dreschler-Fischer Keyboard? How quaint. Visual Dataflow Implemented in Lisp 15 Donald Fisk P2R: Implementation of