Knowledge about misconceptions is an important element of pedagogical content knowledge. The computing education research community collected a large body of research on misconceptions, using a diverse set of definitions and approaches. Inspired by this prior work, we present an actionable definition of misconceptions, focused on the area most commonly studied: programming and programming languages. We then introduce an organizational structure for collections of programming language misconceptions. We study how existing collections fit our organization, and we present a curated inventory of programming language misconceptions that aims to follow our definition and structure. Our inventory goes beyond traditional programming misconception collections. It connects misconceptions to the authoritative specifications of languages, to places they may be triggered in textbooks, to research papers that discuss them, and it provides support for integrating programming language misconceptions into educational platforms.

We report on our experience implementing a Teaching Assistant Training Program for Computer Science Teaching Assistants. The program is rooted in the well-established Instructional Skills Workshop's principles and methodologies. We describe the structure of the program, reflect on its successes, and discuss future expansion of, and improvements to the program.

With growing enrolment and ongoing research into best practices for team work, many instructors are rethinking how to form, evaluate, and manage teams. In this BoF, instructors will discuss the strategies they have employed, the effectiveness of those approaches, and the tools that support administering teams. Discussion topics may include self- and peer-evaluation, grading strategies, software support, and conflict resolution.

No abstract available.

The subject of this work is evaluation methods of student software development team projects. Over a two year period in three courses, we study student preferences for team evaluation methods, the reasons behind their preferences, the changes in preference that occur within a single course and across courses, and misconceptions that educators hold about student preferences.

We report on our experience with incorporating Android software development in a second-year software design course. Our primary course goals are twofold: (1) teach principles of object-oriented design, and provide students with an opportunity to apply these principles in designing and developing Java programs, and (2) introduce students to the basics of software engineering with a team project that follows a Scrum-like software development process. In this report, we describe a team-based Android application development project that achieves our teaching goals, helps motivate student learning, and increases student satisfaction with the course. We provide an overview of our approach, outcomes, and student feedback. We also describe lessons learnt by the instructors and identify promising directions for improvements.

Project experience and teamwork have been identified as two of the most important deficiencies of recent graduates, so experiences with team projects are a critical component of computer science and software engineering education. However, evaluating these projects is difficult, as it requires a balance between rewarding the team's effort (and the development of skills that enable the team to work effectively) and recognizing individual contributions. We report on an investigation of the student perspective on evaluation of software development team projects. We find that (1) computer science and software engineering educators hold several misconceptions about students' preferences in teamwork evaluation methods, (2) that students' preferences with regard to evaluation change dramatically as they advance through the program and even in the course of a single term, and (3) that the change in preference occurs early in the term, before they complete any work as a team, with most students shifting their preference towards putting more weight on the team's effort.

This work explores the effects of prior exposure to programming on student experiences in an introductory computer programming course CS1). We take a student-focused approach: using a combination of surveys and semi-structured interviews, we obtain information on the student experiences in CS1 and their relationship to prior programming experience (PE). The analysis of the results provides insight into the following two questions: a) How does PE affect peer interaction: pair programming sessions, assignment partnerships, and online and in-class interactions? b) What are the students' beliefs on the relationship between PE and success in the course?

This paper describes our multi-valued symbolic model-checker XChek. XChek is a generalization of an existing symbolic model-checking algorithm for a multi-valued extension of the temporal logic CTL. Multi-valued model-checking supports reasoning with values other than just TRUE and FALSE.