The University of Michigan Barbara Ericson – Assistant Professor School of Information Mark Guzdial – Professor CSE & Engineering Education Research Where Is It?

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The University of Michigan Barbara Ericson – Assistant Professor School of Information Mark Guzdial – Professor CSE & Engineering Education Research Where is it? • The University of Michigan is in Ann Arbor, Michigan • The state that looks like a mitten • Ann Arbor consistently ranks in ”Top Places to Live” Lists Downtown Ann Arbor A Covered Shopping Arcade Facts about Michigan • Michigan has the longest freshwater shoreline in the world. • Michigan has more than 11,000 inland lakes and more than 36,000 miles of streams. View of Detroit from the Detroit River Mackinac Bridge What is Michigan Famous For? Henry Ford R. E. Olds • Detroit, Motor City – Car Capital of the World • Motown Music - Hitsville U.S.A • Sanders Desserts The Dodge Brothers Things to See Near U. Michigan • Greenfield Village and Ford Museum • Henry Ford’s personal museum of buildings and antique vehicles • Detroit (about 1 hour drive) • Chicago (about 4 hour drive) Facts about the University of Michigan • #1 Public Research University in the U.S. • National Science Foundation • Top 5 U.S. Public University • U.S. News & World Report • Over 40,000 students • From 122 countries • The football stadium seats over 100,000 people Famous Alumni • Madonna • James Earl Jones • Darth Vader • Tony Fadell • One of the fathers of the i-pod • Also cofounded Nest Labs • Larry Page • Co-founder of Google • Gerald Ford • 38th President of the United States The University of Michigan Campuses • North Campus • Computer Science and Engineering • Bob and Betty Beyster Building • Central Campus • School of Information • North Quad • Free bus between the two Law School Research Areas Rada Mihalcea NLP Elliot Soloway – – Human Behavior John Laird - AI Educational Tech. • Computer Science and Engineering • Engineering Education • Big Data • Assistive Technologies • Robotics • Computer Games Kentaro Toyama Barry Fishman Nia Dowell • School of Information ICT – Social Learning Learning Change • HCI Environments Environments • Social Computing • Health Informatics • Computer Science Education Barbara Ericson • Assistant Professor • School of Information • Research Areas • Interactive ebooks • http://tinyurl.com/TeacherCSP-new • http://tinyurl.com/StudentCSP-new • http://tinyurl.com/JavaReview-new • Parsons Problems • Increasing Diversity in Computing • Project Rise Up and Sisters Rise Up Mark Guzdial • Professor • Computer Science & Engineering • Engineering Education Research • Research Blog: https://computinged.wordpress.com/ • Research Interests • Media Computation • Teaching computing in the context of manipulating digital media • http://mediacomputation.org • Using programming as a notation to learn other subjects better • Mathematics, Economics • Cognitive mechanisms in learning programming • Public policy supports for computing education For more information • Barbara Ericson, [email protected] • Mark Guzdial, [email protected].

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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.
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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.
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42 a Systematic Investigation of Replications in Computing
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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.
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MIRANDA C. PARKER, PH.D. Postdoctoral Scholar University of California, Irvine [email protected] Mirandacparker.Com
MIRANDA C. PARKER, PH.D. Postdoctoral Scholar University of California, Irvine [email protected] mirandacparker.com EDUCATION Ph.D., Human-Centered Computing August 2014 - December 2019 Georgia Institute of Technology, Atlanta, GA Advisor: Mark Guzdial Dissertation Title: \An Analysis of Supports and Barriers to Oﬀering Computer Science in Georgia Public High Schools" Dissertation Committee Members: Betsy DiSalvo, Rebecca E. Grinter, Willie Pearson, Jr., Leigh Ann DeLyser Bachelor of Science, Computer Science August 2010 - May 2014 Harvey Mudd College, Claremont, CA Graduated with Honors in Computer Science PROFESSIONAL AND RESEARCH EXPERIENCE 2020-present University of California, Irvine Irvine, CA Postdoctoral Scholar, School of Education (with Mark Warschauer) Spring 2020 Georgia Institute of Technology, Atlanta, GA Postdoctoral Fellow, Constellations Center 2014-2019 Georgia Institute of Technology, Atlanta, GA Graduate Research Assistant, School of Interactive Computing (with Mark Guzdial) Summer 2016 Code.org Research Intern, K-12 Computer Science Framework RESEARCH PUBLICATIONS AND PRESENTATIONS Peer-Reviewed Conference Papers Miranda C. Parker, Amber Solomon, Brianna Pritchett, David A. Illingworth, Lauren E. Margulieux, Mark Guzdial. \Socioeconomic Status and Computer Science Achievement: Spatial Ability as a Mediating Variable in a Novel Model of Understanding," ICER, 2018. Miranda C. Parker, Kantwon Rogers, Barbara J. Ericson, Mark Guzdial. \Students and Teachers Use An Online AP CS Principles EBook Diﬀerently: Teacher Behavior Consistent with Expert Learners," ICER, 2017. Miranda C. Parker, Leigh Ann DeLyser. \Concepts and Practices: Designing and Developing A Modern K{12 CS Framework," SIGCSE, 2017. Miranda C. Parker, Mark Guzdial, Shelley Engleman. \Replication, Validation, and Use of a Language Inde- pendent CS1 Knowledge Assessment," ICER, 2016.
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Students and Teachers Use an Online AP CS Principles Ebook Di Erently
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David J. Malan
David J. Malan 33 Oxford Street, Cambridge, Massachusetts, 02138 USA [email protected] https://cs.harvard.edu/malan education Harvard University, School of Engineering and Applied Sciences 2002 – 2007 Doctor of Philosophy (Ph.D.), Computer Science. Research in cybersecurity and digital forensics with focus on detection of patterns in large datasets. Dissertation on Rapid Detection of Botnets through Collaborative Networks of Peers. Advised by Michael D. Smith. Harvard University, Graduate School of Arts and Sciences 2002 – 2004 Master of Science (S.M.), Computer Science. Research in sensor networks for emergency medical care. Harvard College 1995 – 1999 Bachelor of Arts (A.B.), cum laude, Computer Science; 3.9 of 4.0 GPA in field. Related studies in government, micro- and macro-economics, finance, statistics and probability, multivariate calculus, and linear algebra. research interests Cybersecurity, digital forensics, botnets, computer science education, distance learning, collaborative learning, computer-assisted instruction. experience Harvard University, Faculty of Arts and Sciences, Graduate School of Education 2007 – Gordon McKay Professor of the Practice of Computer Science, Member of the Faculty of Education. Senior member of the Faculty of Arts and Sciences. Instructor for CS50, largest course at Harvard University with 763 students as of 2019 (+478% since 2006) and largest MOOC on edX with 3M+ registrants, also offered at Yale University. Manage staff of 80+. Oversee community of 150+ high schools teaching CS50 AP, College Board-endorsed adaptation of course. Instructor for CS50 for MBAs at Harvard Business School and CS50 for JDs at Harvard Law School, higher-level adaptations of course for professional audiences. Mindset Media, LLC 2008 – 2011 Chief Information Officer (CIO).
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Design Process for a Non-Majors Computing Course
Design Process for a Non-majors Computing Course Mark Guzdial Andrea Forte College of Computing/GVU College of Computing/GVU Georgia Institute of Technology Georgia Institute of Technology 801 Atlantic Drive 801 Atlantic Drive Atlanta, Georgia Atlanta, Georgia [email protected] [email protected] ABSTRACT course in computing, including a requirement to learn and There is growing interest in computing courses for non-CS use programming. When that decision was made, the only majors. We have recently built such a course that has met class available was our majors-focused CS1 based on the with positive response. We describe our design process, TeachScheme approach[7], which did not adequately meet which includes involvement of stakeholders and identifying the needs of our liberal arts, architecture, and management a context that facilitates learning. We present evaluation students. The course saw low success rates, and the stu- results on success rates (approximately 90% of the students dents and faculty were vocal in their dissatisfaction. We earn an A, B, or C) and impact of the course on students saw this dissatisfaction as an opportunity to create a new over time (80% report that the class has inﬂuenced them course and build toward Alan Perlis’ vision of programming more than a semester later). for all students—as a component of a general, liberal edu- cation [8]. The course that we developed, Introduction to Media Com- Categories and Subject Descriptors putation, is an introduction to computing contextualized K.4 [Computers and Education]: Computer and Infor- around the theme of manipulating and creating media.
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Technology for Teaching the Rest of Us
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Guzdial • November, 2009 1 MARK J. GUZDIAL Professor College of Computing Georgia Institute of Technology EDUCATIONAL BACKGROU
MARK J. GUZDIAL Professor College of Computing Georgia Institute of Technology EDUCATIONAL BACKGROUND Ph.D. 1993 University of Michigan Education and Computer Science and Engineering M.S. 1986 University of Michigan Computer Science and Engineering B.S. 1984 Wayne State University Computer Science EMPLOYMENT HISTORY Professor College of Computing 2005 -Present Georgia Institute of Technology Associate Professor College of Computing 1999 -2005 Georgia Institute of Technology Assistant Professor College of Computing 1993 -1999 Georgia Institute of Technology Member of Technical Staff Bell Communications Research 1984 -1987 CURRENT FIELDS OF INTEREST Computing education research, computer-supported collaborative learning, multimedia composition environments, software-realized scaffolding, log file analysis. Dr. Guzdial's research centers on facilitating project-based learning: student learning through doing. He focuses on computing education. His Contextualized Support for Learning has the goal of enabling collaborative DynaBooks , in reference to the early vision of the computer as a personal tool for creating, experiencing, and sharing dynamic media for learning. A major focus of his research recently has been the development of a media-focused introduction to computing sequence that is particularly successful at broadening participation in computing. Websites of interest: • Home page: http://www.cc.gatech.edu/~mark.guzdial and http://home.cc.gatech.edu/guzdial • Group page: http://home.cc.gatech.edu/csl • Dr. Guzdial directs the NSF Broadening Participation in Computing Alliance, “ Georgia Computes!”: http://www.gacomputes.org • His approach to supporting computing through a media context is called “ Media Computation ”: http://www.mediacomputation.org I. TEACHING A. Courses Taught Computer Supported Collaborative Learning, Computer Music Implementation, Objects and Design, Introduction to Media Computation, Representing Structure and Behavior, Introduction to Educational Technology, Senior Design for Computational Media.
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