We present the design and implementation of a fourth-year undergraduate computer science elective course on cryptocurrency. The course introduces the basics of cryptocurrencies and blockchains using Bitcoin. Programming distributed applications for blockchains is explored using Ethereum via the Solidity programming language. Advanced theoretical concepts are discussed, using different cryptocurrencies to demonstrate how they are implemented in practice. Cryptocurrency applications are presented, along with a responsible examination of present-day cryptocurrency scams. The assignments build upon each other, with the students implementing a web-based blockchain application by the end of the semester. The course was well received, and student feedback was positive. All of the course materials are available online under public copyright licenses.

This workshop will show participants how to host a successful programming competition aimed at high school students, and will also be broadly applicable to collegiate level competitions. These contests encourage high school students to major in computer science and can have a positive effect on the recruitment for the host institution. In addition, our anecdotal evidence has shown a high participation rate from under-represented groups at such contests. Running a successful contest, however, is a challenging endeavor. With potentially hundreds of people attending -- both students and coaches -- there are many logistical issues to address. Beyond that, generating an appropriate problem set and ensuring the contest submission system that runs smoothly are critical to a successful event. A poorly run contest can do more harm than good, as the participants will leave with a negative view of the contest, the institution, and possibly even the field. The workshop will cover problem generation and submission system usage, as well as provide discussions and handouts covering all the logistical aspects for hosting such a high school contest. Documentation covering all aspects of the contest will be provided to participants. The workshop organizers include a faculty advisor, a high school coach, and a former student who both participated in -- and later ran -- the contest. At least one organizer has been in every one of the roles in this type of contest. We have successfully run seven such contests, with the last four having 200 high school contestants.

The ACM's International Collegiate Programming Contest (ICPC) is the world's oldest and largest programming contest. Although students can benefit both pedagogically and professionally from participating in this contest, participation in North America is far smaller than in the rest of the world, which we partially attribute to the perceived low payoff of participating in ICPC. We discuss the pedagogical benefits of participation in ICPC, which include higher student enthusiasm for computer science studies and better career prospects post-graduation, and present a set of cohesive strategies aimed at increasing involvement and success within the ICPC. For aspiring coaches and contestants, we also provide links and references for further study.

Programming contests have a number of pedagogical benefits: they reinforce many concepts and skills that students see in computer science courses, build cross-cutting skills such as teamwork, and can improve job prospects by better preparing students for technical job interviews.

We present the design and execution of a Service Learning Practicum (SLP) course sequence intended to be year-long capstone for computer science seniors. Students are teamed into groups of six, and develop software for local nonprofit organizations. In addition to the structure of the course, we describe the challenges faced (legal, organizational, etc.), student perceptions via survey results, and provide a number of suggestions for other institutions who are looking to create a similar course sequence. At the end of the cap- stone experience, the customers are provided with working software that meet their current needs.

We present the development and implementation of the Itty Bitty Computing Machine (IBCM), a machine language designed specifically to be taught to lower-level undergraduate students. The presentation of the material takes about one-week of lecture, and allows understanding of all the concepts of machine language without having to deal with the complexity of modern machine language implementations, such as x86 and MIPS. A number of pedagogical aspects are addressed concisely via IBCM, such as treating all data as untyped and performing arithmetic on instructions.

We present the design and implementation of a system which allows a standard paper-based exam to be graded via tablet computers. The paper exam is given normally in a course, with a specialized footer that allows for automated recognition of each exam page. The exam pages are then scanned in via a high-speed scanner, graded by one or more people using tablet computers, and returned electronically to the students. The system provides many advantages over regular paper-based exam grading, and boasts a faster grading experience than traditional grading methods.

What is often missing from many virtual worlds is a physical sense of the confinement and constraint of the virtual environment. To address this issue, we present a method for providing localized cutaneous vibratory feedback to the user's right arm. We created a sleeve of tactors linked to a real-time human model that activates when the corresponding body area collides with an object. The hypothesis is that vibrotactile feedback to body areas provides the wearer sufficient guidance to ascertain the existence and physical realism of access paths and body configurations. The results of human subject experiments clearly show that the use of full arm vibrotactile feedback improves performance over purely visual feedback in navigating the virtual environment. These results validate the empirical performance of this concept

The usefulness of modern day haptics equipment for virtual simulations of actual maintenance actions is examined. In an effort to categorize which areas haptic simulations may be useful, we have developed a taxonomy for haptic actions. This classification has two major dimensions: the general type of action performed and the type of force or torque required. Building upon this taxonomy, we selected three representative tasks from the taxonomy to evaluate in a virtual reality simulation. We conducted a series of human subject experiments to compare user performance and preference on a disassembly task with and without haptic feedback using CyberGlove, Phantom, and SpaceMouse interfaces. Analysis of the simulation runs shows Phantom users learned to accomplish the simulated actions significantly more quickly than did users of the CyberGlove or the SpaceMouse. Moreover, a lack of differences in the post-experiment questionnaire suggests that haptics research should include a measure of actual performance speed or accuracy rather than relying solely on subjective reports of a device's ease of use.