The introduction of large language models and other similar AI tools has greatly changed teaching and learning at all levels. Most of the literature responding to this has focused on how to detect, discourage, or otherwise deal with the use of these tools by students. This experience report discusses an intervention in a senior capstone course in which students were required to use the tools throughout a semester-long theme assignment. At each stage, students were also required to reflect on their performance and that of the tool. The paper reports on the lessons learned about both the assignments and the overall approach of requiring such usage.

What should you do on the first day of your objects-first CS1 course? If you have been struggling with beginning an objects first course this special session will give you hints about how to avoid overload and make a smooth and effective start. The presenters are skilled at introducing objects to novices in interesting ways that captures the interest of the students and readies them for programming. These are gentle approaches that present deep ideas to the inexperienced. How can a course be built around objects without information overload? This session will address the opening gambit in this interesting game.

The grading of student work is of the utmost importance to a computer science educator. This paper examines the practices of eXtreme Programming (XP) and considers how they apply to the tasks of assigning grades to student work, even as those grades must both evaluate the student objectively and communicate with her personally.

No abstract available.

Programming contests have a long established role as co-curricular activities. But as programming methodology has changed, the programming contest problems have not reflected these changes. In this paper, we describe a way to modernize the traditional ACM-style contest while preserving the problem solving aspects. We do so by introducing a new type of problem that requires that solutions interact with pre-defined classes. We discuss the effects of this change on a contest conducted for high school students.

Role playing exercises are one of many teaching techniques commonly employed to drive home lessons about computer science. Most of the specific role playing described in the literature, however, relates to algorithm or hardware design. More recently, the Pedagogical Patterns Project has published patterns involving role playing in a general sense. In this paper, we draw on three separate role playing exercises that we have developed to show that scripted role playing is a natural and effective way to introduce concepts of object-oriented design.

Creating assignments is a difficult and time consuming part of teaching Computer Science. Nifty Assignments is a forum, operating at a very practical level, to promote the sharing of assignment ideas and assignment materials.Each presenter will introduce their assignment, give a quick demo, and describe its niche in the curriculum and its strengths and weaknesses. The presentations (and the descriptions below) merely introduce each assignment. For more detail, each assignment has its own web page with more detailed information and assignment materials such as handouts and data files to aid the adoption of the assignment. Information on participating in Nifty Assignments as well as all the assignment pages are available from our central page… http://cse.stanford.edu/nifty/

We discuss a class interface for the Khepera robot that makes the robot an excellent platform for undergraduate robotics courses and robot-based lab exercises in other courses. The interface hides low-level robot-computer communication and permits the building of derived classes that encapsulate related base behaviors relevant for higher-order tasks.

article Dealing with different levels of abstraction in a data structures course Share on Author: David B. Levine Department of Mathematics and Computer Science, Gettysburg College, Gettysburg, PA Department of Mathematics and Computer Science, Gettysburg College, Gettysburg, PAView Profile Authors Info & Claims ACM SIGCSE BulletinVolume 25Issue 1March 1993 pp 261–264https://doi.org/10.1145/169073.169486Online:01 March 1993Publication History 4citation205DownloadsMetricsTotal Citations4Total Downloads205Last 12 Months1Last 6 weeks0 Get Citation AlertsNew Citation Alert added!This alert has been successfully added and will be sent to:You will be notified whenever a record that you have chosen has been cited.To manage your alert preferences, click on the button below.Manage my AlertsNew Citation Alert!Please log in to your account Save to BinderSave to BinderCreate a New BinderNameCancelCreateExport CitationPublisher SiteGet Access

No abstract available.