In Peer Instruction (PI) an instructor displays a challenging multiple-choice question during lecture that students answer individually, discuss verbally with nearby peers, answer individually again, and finally, the instructor leads a discussion of the question. Peer Instruction typically increases student learning and motivation over traditional lecture. We added a text-chat mode to improve PI for remote synchronous learning. This feature assigns students to discussion groups to maximize the number of groups that have members with different answers. The tool was pilot tested in Winter 2022 and revised. In Fall 2022 and Winter 2023, it was tested at one institution. In Fall 2024, it was tested at four institutions. We conducted a log file analysis of student data from 1394 students and analyzed surveys with 848 student responses. We found that questions answered using the text-chat had a significantly higher improvement than those using traditional verbal discussion, although the two modes were tested with different questions. Interestingly, most of the students preferred to discuss the question verbally, although some preferred the text-chat discussion. These results inform efforts to improve the effectiveness of Peer Instruction and increase its adoption.

Evidence supports offering research experiences for undergraduate computing science students as a means of broadening participation in computing[7, 10, 11]. However, student perceptions about computing science research, how students become interested in these research experiences, and the details of effective design and delivery of programs capable of attracting and retaining this interest are less explored. In this study, we investigate the design and delivery of undergraduate research programs. We expand on and explore several factors, including but not limited to cultural relevance, the presence of a cross-disciplinary high-level view, task assignment, entry point, and support elements of a program.

Many novice programmers struggle to write code from scratch and get frustrated when their code does not work. Parsons problems can reduce the difficulty of a coding problem by providing mixed-up blocks that the learner assembles in the correct order. Parsons problems can also include distractor blocks that are not needed in a correct solution, but which may help students learn to recognize and fix errors. Evidence indicates that students find Parsons problems engaging, easier than writing code from scratch, useful for learning patterns, and typically faster to solve than writing code from scratch with equivalent learning gains. This working group leverages the work of the 2022 ITiCSE working group which published an extensive literature review of Parsons problems and designed and piloted several studies based on the gaps identified by the literature review. The 2023 working group is revising, conducting, and creating new studies. We will analyze the data from these multi-institutional and multi-national studies and publish the results as well as recommendations for future working groups.

Programming is a complex task that requires the development of many skills including knowledge of syntax, problem decomposition, algorithm development, and debugging. Code-writing activities are commonly used to help students develop these skills, but the difficulty of writing code from a blank page can overwhelm many novices. Parsons problems offer a simpler alternative to writing code by providing scrambled code blocks that must be placed in the correct order to solve a problem. The extensive literature on Parsons problems documents numerous benefits to using them as both formative and summative assessments. These include more efficient learning, the possibility to dynamically adapt to learner needs, and more reliable grading. Despite these positive findings, further research is needed in order to draw broader inferences. Most work has been conducted at single institutions under unique conditions that are not easily replicated, and some prior studies have been inconclusive or had limitations that affected data validity. To address this, we propose a multi-institutional and multi-national study of the effectiveness of Parsons problems for novice programmers. We will focus on introductory programming courses (CS0/1/2) that use Java, Python, and C/C++ as these are the most common teaching languages. The working group will collaborate to refine the scope, methodology and research questions, and contribute to data collection and analysis.

We present the CS1 Reviewer App - an online tool for an introductory Python course that allows students to solve customized problem sets on many concepts in the course. Currently, the app's questions focus on code tracing by presenting a block of Python code and asking students to predict the output of the code. The tool tracks a student's response history to maintain a "mastery level" that represents a student's knowledge of a concept. We also provide an option of answering auto-generated quizzes based on the student's mastery across concepts. As a result, the tool provides students a choice between creating their own learning experience or leveraging our question selection algorithm. The app is supported on traditional webpages and mobile devices, providing a convenient way for students to study a variety of concepts. Students in the CS1 course at Duke University used this tool during the Spring and Fall 2020 semesters. In this paper, we explore trends in usage, feedback and suggestions from students, and avenues of future work based on student experiences.

The material taught in a Formal Languages and Automata (FLA) course is mathematical in nature and requires students to practice proofs and algorithms to understand the content. Traditional FLA textbooks are heavy on prose, and homework typically consists of solving many paper exercises. Instructors often make use of Finite State Machine simulators like the JFLAP package. JFLAP allows students to interactively build models and apply different algorithms to these models, providing both a more interactive and a more visual approach. However, course materials have still traditionally relied largely on prose and hand-graded exercises, limiting both the interaction and the amount of practice. In this paper, we propose an eTextbook with integrated tools (simulators and auto-graded exercises) that allow for greater interactivity and levels of engagement. To evaluate the pedagogical effectiveness of our approach, we conducted performance evaluations across different offerings of an FLA course. Results indicate that students using the integrated eTextbook performed better than did a control group using a traditional textbook approach. Students gave positive feedback regarding the usefulness of the auto-graded exercises for practicing different FLA concepts.

The material taught in a Formal languages course is mathematical in nature and requires students to practice proofs and algorithms to understand the content. Traditional Formal Languages textbooks are heavy on prose rather than visuals, and homework consists of solving many paper exercises. Some instructors make use of Finite State Machine simulators like JFLAP. JFLAP allows students to build different models and apply algorithms on these models, which improves student interaction with the material. However, students still need to read a significant amount of text without direct and immediate feedback on their understanding. Inspired by the Programmed Instruction (PI) teaching method, we have begun developing a new Formal Languages eText-book capable of conveying these concepts more intuitively (through visualizations) and more interactively (through the use of PI methods). Under PI methods, students read a little, ideally a sentence or a paragraph, and then answer a question related to that information. Based on the question response, students can go further and complete other frames of information or retry to solve the same question. To evaluate the pedagogical effectiveness of our new eTextbook, we will conduct time and performance evaluations across two offerings of a Formal Languages course. We will compare the time spent by students using materials with text and exercises only, with text and visualizations, and with the PI frames to determine levels of students engagement. Students grades will be compared to assess learning gains.

Students in introductory programming courses struggle with how to turn a problem statement into code. We introduce a technique, ``The Seven Steps,'' that provides structure and guidance on how to approach a problem. The first four steps focus on devising an algorithm in words, then the remaining steps are to translate that algorithm to code, test the algorithm, and debug failed test cases. This approach not only gives students a way to solve problems, but also ideas for what to do if they get stuck during the process. Furthermore, it provides a way for instructors to work examples in class that focus on the process of devising the code---instructors can show how to come up with the code, rather than just showing an example. We have used this technique in several introductory programming courses---both in the classroom and online. We describe this technique and results from its use in fall 2017 courses.

The New York Times published an op-ed by Anita Hill [3] suggesting that women in tech consider class action to remedy the gender bias that is increasingly being reported in the mass-media. This panel raises the question "what are we doing in undergraduate programs to reduce the 'Mad Men', 'Brogrammer' culture she describes that is increasingly being reported in the popular press. Part of our mission as educators is to develop professional behavior so that our students entering the workforce not only understand what it means to act professionally, but understand that it is their responsibility to actively push back on the existing bias within the tech culture. As moderator Ursula Wolz brings a depth of insight from 40 years of industrial and academic experience, including a National Science Foundation project to broaden participation in computing [5]. She does not believe this problem can be solved through quantitative data collection on who does well in computer science, but that SIGCSE needs to begin to collect good stories (ala Sally Fincher [2]) on what constitute best practices to support diversity. The panelists present a range of perspectives that have the potential to establish new cultural norms in the single most influential industry in our economy.

We offered professional development to in-service K-12 teachers. Teachers learned programming, and how to teach programming. During the subsequent academic year, they taught programming in their schools. We interviewed the teachers to better understand their experiences. This poster describes case studies of K-12 teachers as they teach programming for the first time. As this study is qualitative, it does not attempt to measure findings. Rather, in exploring individual teachers' experiences, we hope to benefit both future teachers who will need to teach computing as well as those who will be helping those teachers.

The pace of technology for use in computing education is staggering. In the last few years, the following technologies have completely transformed our teaching: Piazza, GradeScope, Google Docs, YouTube, Doodle and whenisgood.net, Skype and Google Hangout, and Khan Academy among others. Hardware has also played a part -- we love our Zoom digital voice recorder (for recording CD-quality lecture audio), Blue Yeti USB mike (for audio/videoconferences), and iClickers (for engaging students in class).

The OpenDSA eTextbook system provides a practical way for instructors to adopt algorithm visualizations (AVs), state ma-chine simulations, and interactive practice exercises into a variety of courses, including CS2, Data Structures, Algo-rithms, Programming Languages, and Formal Languages. An OpenDSA eTextbook can be used either as a complete re-placement for your traditional textbook and assignments or as supplemental readings, auto-graded assignments, or student practice. In this workshop, we present use cases from success-ful adoption of OpenDSA into existing courses. We will guide you past the real-life hurdles and pitfalls that get in the way of using AVs, interactive exercises, and simulators. We show you how to adopt OpenDSA exercises, how to configure existing OpenDSA materials to suit your needs, and provide an over-view of how to create new AVs or exercises. This workshop is about letting you engage students with highly interactive mate-rials in ways that you have said for years that you wanted to do.

In this experience report, we share our experiences in growing a community of practice for middle and high school teachers focused on teaching introductory computing with Alice. We have offered professional development for over four hundred teachers, teachers who each year provide nearly 2,000 students with an introductory computing experience in courses during the school day. We report on several lessons learned in creating, growing, and supporting a community of practice.

In order to get students interested in computing, we teach middle school teachers of different disciplines programming with Alice and work with them on integrating computing into their discipline. Alice provides an interface for novices to create animations easily and quickly, which is attractive to and fun for students. We have been developing Alice curriculum materials for integrating computing into middle school disciplines for six years. Although our target audience is middle school, our materials are used by teachers from elementary school to introductory college level. This paper describes our newest curriculum materials for several disciplines developed by both us and our teachers. Our newest curriculum materials include tutorials, sample projects, and challenges, which are projects with missing pieces. We also discuss our recent outreach efforts with middle school students.

The Adventures in Alice Programming project at Duke University has created a variety of Alice curriculum materials for integrating computer science into other disciplines at the K-12 level, focusing on both computer science topics and animation topics. For example, one of our new animation tutorials shows how to attach multiple camera views to an object to move with the object through a virtual Alice world. Our newest curriculum materials focus on integrating computer science into middle school mathematics. Our math related tutorials guide users on programming math projects from scratch, and our math challenges are partially built programs for students to complete. We use topics that are attractive to middle school students. For example, we have created a wizard world math and programming challenge that is an eight-level game. Each level in the game is titled similarly to courses one might take in the school Hogwarts in the Harry Potter book series by J.K. Rowling. Students must add code related to either a math or computer science concept in order to complete a level and move to the next level. Since 2008, we have taught extensive multi-week Alice beginner workshops every summer to K-12 teachers, teaching over 200 teachers. Our new curriculum materials are mapped to both the CSTA and the Common Core Math standards, and are available for free at www.cs.duke.edu/csed/alice/aliceInSchools along with teacher lesson plans.

JFLAP is an educational software tool for experimenting with several types of automata, grammars and proofs related to the area of theoretical computer science. For example, one can create an NFA, convert it to a DFA, minimize the number of states in the DFA, convert it to a regular expression or convert it to a regular grammar. Once created, one can simulate test strings. JFLAP includes a large number of topics and proofs to experiment with from the regular languages, context-free languages, recursively enumerable languages and l-systems. This poster describes several new features in a redesign of JFLAP that includes a more flexible grammar representation, explicit formal definitions, basic set theory tools, and new algorithms.

Involving undergraduates in Computer Science research has many benefits. It's an exciting way for students to gain independent problem solving skills. It exposes them to interesting projects and the research process, thereby keeping them in computer science, even encouraging them to go to graduate school. And especially in primarily teaching institutions, it's a rewarding way for faculty to remain engaged in their own research. In this workshop we will (1) present best practices for mentoring undergraduate research, (2) equip participants with resources for mentoring their own students, and (3) further develop (1) and (2) through breakout sessions on concerns of interest to attendees. For more, please see www.cs.williams.edu/~andrea/SIGCSE2013. This workshop is intended for all college level computer science educators. Laptop Optional.

Our project is part of the Adventures in Alice Programming project at Duke University. In particular, our project is integrating computer science into middle school math using Alice. We show several ways for students to improve their math skills while engaging their interest in programming. First, we have created Alice worlds for students to interact with to practice math concepts. Second, we have created tutorials to guide students on building such worlds. Third, we have created short challenge problems for students to focus on the math and the programming statements to complete a mostly built world. To encourage the use of Alice with projects we have developed many sample math projects. To encourage teachers to use Alice with math and computer science, we have been mapping our free curriculum materials to both the Commmon Core Math standards and the CSTA CS standards. Our curriculum materials are available at www.cs.duke.edu/csed/alice/aliceInSchools

This interactive workshop will present the new features of Alice 2.3, and show how to integrate Alice 2.3 into multiple disciplines in middle school and high school. Participants will get hands-on experience with working with new Alice models and creating Alice projects. The workshop will also review curriculum materials and discuss mapping Alice to CSTA computer science standards. The curriculum materials presented could be used in middle school or high school in a variety of disciplines, or in college in a pre-CS 1 course. The target audience is middle school and high school teachers, and college faculty providing outreach to K-12 or teaching a pre-CS 1 course. Alice is available for free at www.alice.org. Curriculum materials are available at www.cs.duke.edu/csed/alice/aliceInSchools and at www.alice.org. Laptop required, and two-button mouse recommended.

For four years we have been integrating computing into a variety of middle school disciplines via the Alice programing language. Early on we focused on creating curriculum materials for teachers to use in teaching the basic programming and animation concepts. This paper describes our efforts over the past two years in creating model projects for students to build in all disciplines, and our most recent focus on science and mathematics projects. For science we have introduced experiments in Alice and the tools needed for them. In mathematics we have created projects to increase their understanding of programming and to use the projects to increase their understanding of mathematics. We also discuss our efforts in workshops to teach K-12 teachers Alice and an analysis of the teachers' lesson plans and worlds developed in the most recent workshop.

In this paper, we describe the results of a four-year collaborative project conducted among six higher education institutions and their partner pre-college school systems across the US. The primary goal of the project was to offer professional development to middle and high school teachers to enable those teachers to create modules and courses to excite their students about computing. The project used Alice, a software program that utilizes 3-D visualization methods, as a medium to create a high-level of interest in computer graphics, animation, and storytelling among middle and high school students, to build understanding of object-based programming. More than 100 middle and high school teachers participated in the project, with approximately 80% of those reporting that they had used what they learned during summer workshops in their classrooms during the subsequent years.

JFLAP is software for experimenting with formal languages and automata theory. In this Tips and Techniques session we describe the recent changes to JFLAP to make it more usable in an automata theory course.

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This paper describes the integration of the Alice 3D virtual worlds environment into many disciplines in elementary school, middle school and high school. We have developed a wide range of Alice instructional materials including tutorials for both computer science concepts and animation concepts. To encourage the building of more complicated worlds, we have developed template Alice classes and worlds. With our materials, teachers and students are exposed to computing concepts while using Alice to create projects, stories, games and quizzes. These materials were successfully used in the summers 2008 and 2009 in training and working with over 130 teachers.

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This paper describes the implementation and evaluation of a program that uses active recruiting and peer-led team learning to try to increase the participation and success of women and minority students in undergraduate computer science. These strategies were applied at eight universities starting in the fall of 2004. There have been some impressive results: We succeeded in attracting under-represented students who would not otherwise have taken a CS course.Evaluation shows that participation in our program significantly improves retention rates and grades, especially for women.Students in the program, as well as the students who served as peer leaders, are uniformly enthusiastic about their experience.

This paper describes the integration of the Alice 3D virtual worlds environment into a diverse set of subjects in middle school, including the development of tutorials, example worlds and lesson plans. In the summer of 2008 our experiences with middle school teachers included three-weeks of training in Alice and guidance in the development of lesson plans. Our experiences with middle school students involved two one-week summer camps of instruction in Alice. We found both the teachers and the students strongly engaged with Alice. The teachers created lesson plans with Alice worlds to interactively teach a topic and other lesson plans in which students build an Alice world on a particular topic either from scratch or using a template world. The students in the Alice camps had both instruction in Alice and free time to develop Alice worlds of their choice. We found that the students used a large variety of basic Alice concepts and computer science concepts in the worlds they built in their free time.

We describe the results from a two-year study with fourteen universities on presenting formal languages in a more visual, interactive and applied manner using JFLAP. In our results the majority of students felt that having access to JFLAP made learning course concepts easier, made them feel more engaged in the course and made the course more enjoyable. We also describe changes and additions to JFLAP we have made based on feedback from users. These changes include new algorithms such as a CYK parser and a user-controlled parser, and new resources that include a JFLAP online tutorial, a wiki and a listserv.

The introduction of educational software such as JFLAP into the course Formal Languages and Automata (FLA) has created a learning environment with automatic feedback on theoretical topics. In this paper we show how we further increase the interaction in the FLA course with the expansion of additional theoretical topics in JFLAP, and how we have added grading support into JFLAP for instructors.

No abstract available.

For forty years programming has been the foundation of introductory computer science. Despite exponential increases in computational power during this period, examples used in introductory courses have remained largely unchanged. The incredible growth in statistics courses at all levels, in contrast with the decline of students taking computer science courses, points to the potential for introducing computer science at many levels without emphasizing the process of programming: leverage the expertise and role-models provided by high school mathematics teachers by studying topics that arise from social networks and modeling to introduce computer science as an alternative to the traditional programming approach. This new approach may capture the interest of a broad population of students, crossing gender boundaries. We are developing modules that we hope will capture student interest and provide a compelling yet intellectually rich area of study. We plan to incorporate these modules into existing courses in math, statistics, and computer science at a wide variety of schools at all levels.

No abstract available.

We present a hands-on approach to problem solving in the formal languages and automata theory course. Using the tool JFLAP, students can solve a wide range of problems that are tedious to solve using pencil and paper. In combination with the more traditional theory problems, students study a wider-range of problems on a topic. Thus, students explore the formal languages and automata concepts computationally and visually with JFLAP, and theoretically without JFLAP. In addition, we present a new feature in JFLAP, Turing machine building blocks. One can now build complex Turing machines by using other Turing machines as components or building blocks.

SIGCSE 2004 marked the official announcement of the ACM Java Task Force, which is working to develop a stable collection of pedagogical resources that will make it easier to teach Java to first-year computing students. The Java Task Force has received funding from the ACM Education Board, the SIGCSE Special Projects Fund, and the National Science Foundation (NSF Award DUE-0411905). This session offers an update on the work of the Java Task Force over the past year and provides an opportunity for community feedback prior to the publication of the final report in June 2005.

Discrete mathematics is routinely supported in certain programs beyond mathematics (as discrete mathematics or symbolic logic) and philosophy (as introductory logic or symbolic logic).Teaching discrete mathematics, which provides the basis for formal methods, is traditional in computer science (CS) and software engineering (SE), and is specified by the Accreditation Board for Engineering and Technology (ABET) computing accreditation criteria.In the September 2003 issue of Communications of the ACM, K. Devlin [Devlin 2003.],K. Bruce et al. [Bruce et al. 2003], and P. Henderson [Henderson 2003] all found that the form of mathematics of particular value to computer scientists and software engineers is discrete mathematics.The report of the ITICSE 2000 Working Group on Formal Methods in Education cites the role of discrete mathematics in formal methods and asserts that "without formal methods, the [software] engineering is non-existent or suspect" [Almstrum et al. 2000].This issue of JERIC covers a range of software support for teaching discrete mathematics, from fundamental presentations of logic, specification, and proofs, as proposed by John Cigas and Wen-Jun Hsin in reporting on the use of puzzles, to the teaching of advanced computer science with the Java program-verification tool reported on by Timothy Gegg-Harrison, and the techniques and resources described by Sutner for CDM, involving Mathematica and other tools.The need for software support begins with individual tools that can be used to teach, among other topics, logic, sets, and graphs, and proceeds to complex systems.To be useful, the most ambitious projects such as CSDM and program verification require complex systems.And, as Sutner points out (in the section of his article entitled "Afterlife"), for complex environments, it is necessary to provide for subsequent access to the material, for the problems of replicating the libraries, and for the computational behavior of a given system's computational context after a period of time.For the theory of computing, Ross describes a hypertextbook (in progress) which currently covers many topics in automata theory, including finite automata, regular expressions, regular grammars, context-free grammars, and parsing.The hypertextbook is built around Web technologies such as text, sound, pictures, slide shows, video, and active learning models.The idea is to allow students to experiment with concepts as they read the material.There have been various projects of this type, and they obviously

We describe the instructional software JFLAP 4.0 and how it can be used to provide a hands-on formal languages and automata theory course. JFLAP 4.0 doubles the number of chapters worth of material from JFLAP 3.1, now covering topics from eleven of thirteen chapters for a semester course. JFLAP 4.0 has easier interactive approaches to previous topics and covers many new topics including three parsing algorithms, multi-tape Turing machines, L-systems, and grammar transformations.

No abstract available.

We present JAWAA 2.0, a scripting language for creating animations easily over the web. JAWAA includes primitives, easy creation of data structures and operations on these structures, and an editor for easy creation of complex objects. We show how to use JAWAA in a range of computer science courses including CS 0, CS 1, CS 2 and advanced courses. Instructors can quickly build animations for demos in lecture, and students can enhance their programming projects with an animation.

Although our students may spend only a class period working one of our exams, as instructors, we invest many more hours crafting the questions and grading their responses. How do we ensure our time is well-spent? What qualities contribute to an effective exam? How can we guarantee a fair evaluation of student performance?With an 18-year track record delivering a nationwide exam, the Advanced Placement Computer Science (AP CS) program has a wealth of experience in the area of exam development and administration. This special session will bring together members of the AP CS Development Committee and the Educational Testing Service to share some of their insights into how the experts do it.AP teachers will learn more about the exam for which they are preparing their students. College faculty will gain a better understanding of the metrics provided by the AP exam. All instructors will come away with practical and transferable ideas for successful exam tactics.

We describe a course for non-majors that teaches computer science concepts and programming by creating simple animations and building 2D and 3D virtual worlds. Students work with scripting languages, an interactive programming environment, a programmable modeling environment, and finish with a simple programming language. Students work in pairs on computers during class. Each student creates a web portfolio to display their work.

No abstract available.

In this paper we describe how to increase the visualization and interaction in the automata theory course through the use of the tools JFLAP and Pâté. We also describe new features in these tools that allow additional visualization and interaction. New features in JFLAP include the addition of regular expressions and exploring their conversion from and to nondeterministic finite automata (NFA), and increasing the interaction in the conversion of automata to grammars. New features in Pâté include the display of a parse tree while parsing unrestricted grammars, and improved interaction with parsing and the transformation of grammars.

An automata theory course can be taught in an interactive, hands-on manner using a computer. At Duke we have been using the software tool JFLAP to provide interaction and feedback in CPS 140, our automata theory course. JFLAP is a tool for designing and running nondeterministic versions of finite automata, pushdown automata, and Turing machines. Recently, we have enhanced JFLAP to allow one to study the proofs of several theorems that focus on conversions of languages, from one form to another, such as converting an NFA to a DFA and then to a minimum state DFA. In addition, our enhancements combined with other tools allow one to interactively study LL and LR parsing methods.

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Programs that use animations or visualizations attract student interest and offer feedback that can enhance different learning styles as students work to master programming and problem solving. In this paper we report on several CS 1 assignments we have used successfully at Duke University to introduce or reinforce control constructs, elementary data structures, and object-based programming. All the assignments involve either animations by which we mean graphical displays that evolve over time, or visualizations which include static display of graphical images. The animations do not require extensive programming by students since students use classes and code that we provide to hide much of the complexity that drives the animations. In addition to generating enthusiasm, we believe the animations assist with mastering the debugging process.

JAWAA is a simple command language for creating animations of data structures and displaying them with a Web browser. Commands are stored in a script file that is retrieved and run by the JAWAA applet when the applet's Web page is accessed through the Web. JAWAA commands allow for creation and movement of primitive objects (circles, lines, text, rectangles) and data structure objects (arrays, stacks, queues, lists, trees and graphs). A JAWAA script can be generated as the output of a program written in any language.

No abstract available.

We present a collection of new and enhanced tools for experimenting with concepts in formal languages and automata theory. New tools, written in Java, include JFLAP for creating and simulating finite automata, pushdown automata and Turing machines; Pâté for parsing restricted and unrestricted grammars and transforming context-free grammars to Chomsky Normal Form; and PumpLemma for proving specific languages are not regular. Enhancements to previous tools LLparse and LRparse, instructional tools for parsing LL(1) and LR(1) grammars, include parsing LL(2) grammars, displaying parse trees, and parsing any context-free grammar with conflict resolution.

article Free Access Share on An overview of visualization: its use and design: report of the working group in visualization Authors: Joe Bergin Pace University Pace UniversityView Profile , Ken Brodie University of Leeds, UK University of Leeds, UKView Profile , Marta Patiño-Martínez Universitat Politecnica de Madrid, Spain Universitat Politecnica de Madrid, SpainView Profile , Myles McNally Alma College Alma CollegeView Profile , Tom Naps Lawrence University Lawrence UniversityView Profile , Susan Rodger Duke University Duke UniversityView Profile , Judith Wilson Temple University Temple UniversityView Profile , Michael Goldweber Beloit College Beloit CollegeView Profile , Sami Khuri San Jose State University San Jose State UniversityView Profile , Ricardo Jiménez-Peris Universitat Politecnica de Madrid, Spain Universitat Politecnica de Madrid, SpainView Profile Authors Info & Claims ACM SIGCUE OutlookVolume 24Issue 1-3Jan.-July, 1996 pp 192–200https://doi.org/10.1145/1013718.237647Online:01 January 1996Publication History 30citation851DownloadsMetricsTotal Citations30Total Downloads851Last 12 Months41Last 6 weeks6 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 Alerts New Citation Alert!Please log in to your account Save to BinderSave to BinderCreate a New BinderNameCancelCreateExport CitationPublisher SiteeReaderPDF

This paper describes two ways we have integrated algorithm animations into several computer science courses.First, we use previously existing animations during lectures to aid in explaining algorithms, and second, our students write programs with animations.Different types of animations are written depending on the level of the student.Students who have never programmed before construct simple animations using an interpreted language, and more advanced students write sophisticated animation programs that are compiled.

We present several activities used in the two-week PipeLINK summer program for high school girls. These hands-on activities and interactive talks, presented mostly by female faculty, undergraduates, and graduate students, showed the girls the wide range of opportunities in the field of computer science

No abstract available.

Students get more out of an interactive lecture than a passive lecture because they are given time to think. This time allows them to determine if they understand a concept, and if not to ask questions. This understanding is crucial when concepts build on one another. We describe our positive experiences in teaching sophomore-level computer science courses in an interactive lecture format with a computer in the classroom.

instructional tools, LLparse and

The problem of scheduling n unit-time jobs with real-valued release times and deadlines is shown to be in NC. The solution is based on characterizations of a canonical schedule and best subset of jobs to be scheduled in a given time interval. The algorithm runs on a CREW PRAM in $O((\log n)^2 )$ time and uses $O({{n^4 } / {\log n}})$ processors.

This paper describes tools [4] which simulate and visualize the CREW PRAM optimal parallel merge