Using Magic in Computing Education and Outreach

This special session explores the use of magic tricks based on computer science ideas; magic tricks help grab students\u27 attention and can motivate them to invest more deeply in underlying CS concepts. Error detection ideas long used by computer scientists provide a particularly rich basis for working such magic\u27\u27, with a CS Unplugged parity check activity being a notable example. Prior work has shown that one can perform much more sophisticated tricks than the relatively well-known CS Unplugged activity, and these tricks can motivate analyses across a wide variety of computer science concepts and are relevant to learning objectives across grade levels from 2nd grade through graduate school. These tricks have piqued the interest of past audiences and have been performed with the aid of online implementations; this conference session will demonstrate enhanced implementations used to illuminate the underlying concepts rather than just to perform the tricks. The audience will participate in puzzling out how to apply relevant concepts as we work through a scaffolded series of tricks centering on error detection and correction. The implementations also provide a useful model for incorporating greater interaction than is typically found in current innovative online interactive textbooks. In addition, they are samples for possible programming assignments that can motivate students using CS Unplugged activities to actively pursue deep programming experiences

Process, Ideology, and Willingness to Pay for Reducing Childhood Poverty

We investigated the perceived value of government programs on early-childhood development as a means of reducing childhood poverty. We incorporated preferences for the process as well as the outcome by developing two stated-preference survey instruments. One survey directly elicited respondents’ willingness to pay specifically for high-quality, intensive, early-childhood development programs at federal and state levels. A second survey elicited respondents’ preferences for increasing or decreasing taxes and reallocating expenditures between other government programs and early-childhood programs. We found that respondents cared greatly about how childhood poverty was reduced, not just reducing poverty per se. The perceived effectiveness of a program and ideological perspective were found to be important determinants of preferences for a poverty-reduction program. Respondents across all groups, including conservatives and respondents who perceived the effectiveness of early-childhood programs to be low, were not in favor of reducing the early-childhood program.</jats:p

Evaluation of the IMPACTS Computer Science Presentations

Recent computer science enrollments have shown positive trends. However, these trends are not evenly distributed by gender and race. Efforts to recruit underrepresented students should focus on providing information that demystifies the field of computer science. This paper reports on such an effort to inform underrepresented high school students about the field and its diversity. The results suggest that increasing awareness in an enjoyable format can increase student interest in pursuing computer science. These results can provide guidance about ways to encourage students to take high school computer science classes as motivation and preparation for college-level computer science

Chicago Alliance For Equity in Computer Science

CAFECS is committed to ensuring that all students in Chicago participate in engaging, relevant, and rigorous computing experiences by addressing problems of practice through research and development that increases opportunities for all students to pursue computing pathways and prepares all students for the future of work

Chicago Alliance For Equity in Computer Science

Each year, about 14,000 Chicago Public Schools (CPS) students graduate with one year of high school computer science (CS) in fulfillment of the district’s CS graduation requirement. This accomplishment was the culmination of a decade of work by the Chicago Alliance for Equity in Computer Science (CAFÉCS), which includes CPS teachers and administrators, university CS faculty, and educational researchers. CAFÉCS research indicates that CPS significantly increased the capacity of schools to offer the Exploring Computer Science (ECS) introductory course, resulting in a rapid, equitable increase in students’ participation in CS. Making CS mandatory did not negatively impact performance in ECS. Students after the graduation requirement were also equally likely to be inspired to take additional CS coursework, thus doubling the number of students pursuing CS pathways. A large number of these students are now attending the City Colleges of Chicago with increased interest in CS. Recently, CAFÉCS launched a collaboration with Wright College (one of the City Colleges) and Mentor Collective to support students as they transition from CPS to the city colleges. A pilot group of 17 Wright College students are receiving peer mentoring from students at UIC and DePaul

The Changing Profile of ECS Teachers

This study compares the characteristics and professional development (PD) experiences between teachers who began teaching Exploring Computer Science before and after the enactment of a CS graduation requirement in the Chicago Public Schools. The post-requirement teachers were less likely to have a CS background, but their experience in the ECS PD and their level of confidence at the end of the PD were equivalent to the early adopters

Chicago Alliance For Equity in Computer Science

In 2016, CPS enacted a high school computer science graduation requirement as a means to broaden participation in computer science. ECS is the primary course that supports enactment of this policy. With limited numbers of certified computer science teachers, CPS relied on teachers from a variety of disciplines to teach ECS. The ECS professional development program is designed to prepare teachers from all backgrounds to support student success in ECS. This study examines how the profile of ECS teachers changed and the impact of that change on teachers\u27 experiences with ECS professional development

Assessing the Effectiveness of Computer Science RPPs: The Case of CAFECS

Research Practice Partnerships (RPPs) are a relatively recent development as a potential strategy to address the complex challenges in computer science education. Consequently, there is little guidance available for assessing the effectiveness of RPPs. This paper describes the formative evaluation approach used to assess the progress of the first year of the formalized RPP, Chicago Alliance for Equity in Computer Science (CAFE´CS). This paper contributes to the RPP literature by providing a case study of how an RPP effectiveness framework can be adapted and used to inform partnership improvement efforts in computer science education

Chicago Alliance For Equity in Computer Science (CAFECS): Cycles of improvement\u27\u27 poster in Special Session: A discussion of research practice partnerships in CS education

CAFECS builds upon a long-term partnership between Chicago Public Schools (CPS), The Learning Partnership, Depaul University, Loyola University, and the University of Illinois Chicago. It was formed to support CPS in the enactment of it\u27s high school CS grad requirement. This poster will describe the formation of CAFECS, how the partnership has evolved after formalizing as an RPP, its research agenda, and the process of assessing the progress of CAFECS