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| Publications of Owen L. Astrachan :chronological alphabetical combined listing:
%% Journal articles or Book chapters PUBLISHED
@article{fds235621,
Author = {Astrachan, O and Morelli, R and Chapman, G and Gray,
J},
Title = {Scaling high school computer science: Exploring computer
science and computer science principles},
Journal = {SIGCSE 2015 - Proceedings of the 46th ACM Technical
Symposium on Computer Science Education},
Pages = {593-594},
Publisher = {ACM Press},
Year = {2015},
Month = {February},
url = {http://dx.doi.org/10.1145/2676723.2677322},
Abstract = {Changing the landscape of computer science education at the
high school level is a key component of several initiatives
of (1) the National Science Foundation (NSF), e.g., as the
cornerstone of the CE21 program partnered with academic
institutions and (2) the private sector with both
non-profits such as Code.org, CodeVA, and MassCan; and
for-profits such as Tynker, CodeHS, and Trinket. This
collaboration between privately and publicly funded
initiatives is designed to reach every student; and to
achieve this at scale. This special session brings together
leaders from four groups working specifically on reaching
teachers at very-large-scale, a necessary first step in
reaching every student. These groups have worked to scale
both Exploring Computer Science [1-3](ECS) and Computer
Science Principles [4, 5] (CSP) on a national scale - having
already implemented very different approaches to reaching a
large number of teachers. Two presenters talk about their
initiatives to expand Computer Science Principles/NSF
projects on a national scale using MOOCs funded under the
new Google CS4HS program. One presenter, who oversees
outreach efforts for Exploring Computer Science, discusses a
different, more hands-on and personal approach, to expanding
via partnerships that include NSF-sponsored projects at
local and state levels and Code.org partnerships with large
school districts. These leaders report on work completed and
the lessons learned that will impact ongoing and future work
to help the community broaden participation in computer
science while scaling and facilitating communities teachers
and students. In the past, several special sessions, panels,
and papers have presented the work of ECS and CSP [6, 7].
This session highlights new approaches that have already
been implemented, and that will continue in the next years
to reach communities of teachers at scale. We will discuss
the synergies and benefits enabled by these different
approaches, the limits of each, and the lessons that can be
used by others contemplating similar approaches. The
sessions will provide an opportunity for input from the
educational community, and how the community can actively
contribute to these efforts.},
Doi = {10.1145/2676723.2677322},
Key = {fds235621}
}
@article{fds235622,
Author = {Garcia, DD and Astrachan, O and Brown, B and Gray, J and Lin, C and Beth,
B and Morelli, R and DesJardins, M and Sridhar, N},
Title = {Computer science principles curricula: On-the-ground,
adoptable, adaptable, approaches to teaching},
Journal = {SIGCSE 2015 - Proceedings of the 46th ACM Technical
Symposium on Computer Science Education},
Pages = {176-177},
Publisher = {ACM Press},
Year = {2015},
Month = {February},
url = {http://dx.doi.org/10.1145/2676723.2677323},
Abstract = {Previous sessions and presentations at SIGCSE have explained
to the community many details about the development,
piloting, and exam format of the NSF/College Board Computer
Science Principles (CSP) [1-3] project-a project that is
intended and designed to be a rigorous, engaging, and
broadly appealing Advanced Placement (AP) course taught in
high schools, for which students can earn placement and/or
credit for a college course. We are now less than two years
from the launch of the course as an official Advanced
Placement course in 2016-2017. Hundreds of high schools have
offered courses designed around the CSP Framework, but these
courses differ in many respects-from choice of programming
language, to the degree of emphasis on the Internet, to
varying focuses on modeling/simulation, and more. As schools
move to adopt the CSP framework, develop courses, and
deliver them, teachers and administrators look to national
models for curricula that can be adopted and adapted to suit
local needs. In this session, we highlight both NSF-funded
projects and private/non-profit-funded projects that have
developed, piloted, and made available CSP curricula
designed around the same framework [4]. These curricula
share the same framework, but differ in important ways. We
present a matrix, hosted on the CS10K Community of Practice,
that highlights the similarities and differences between the
approaches represented here. In the session, each curriculum
project will be represented by a very short (five-minute)
flash talk describing the curriculum. Brief synopses or
elevator pitches of the curricula aimed separately at
teachers and administrators will also be included in the
session as written documents. The matrix and associated
documents will be available online and as resources
accessible during the session. There will be ample time to
engage the audience in questions about the
approaches.},
Doi = {10.1145/2676723.2677323},
Key = {fds235622}
}
@article{fds235624,
Author = {Astrachan, O and Osborne, RB and Lee, I and Beth, B and Gray,
J},
Title = {Diverse learners, diverse courses, diverse projects:
Learning from challenges in new directions},
Journal = {SIGCSE 2014 - Proceedings of the 45th ACM Technical
Symposium on Computer Science Education},
Pages = {177-178},
Publisher = {ACM Press},
Year = {2014},
Month = {January},
url = {http://dx.doi.org/10.1145/2538862.2538991},
Abstract = {Several changes and reforms in teaching computer science
have been proposed and championed as part of the CS10K
initiative [1-4]. The CS Principles (CSP) project and the
overarching CS10K initiative include a public/private
partnership offering curricula, curricular frameworks,
professional development, online support, and a community of
practice to support individual and systemic reforms at
scale. In this special session, we hear from those leading
large CSP projects and from the teachers participating in
these large projects. The session is designed to inform the
education community of these efforts and to situate them in
the context of understanding how a diversity of approaches
to implementing the CSP framework is necessary to succeed
with different and diverse student populations, schools,
districts, and teachers. Knowledge of these approaches will
help those teaching these students as they move from high
school to college, bringing related but diverse experiences
because of how each student is learning the material that is
based on the same curricular framework. This framework is
part of the CS Principles project, but the efforts we report
on in this session realize the framework at different
scales, in different populations, and with different
pedagogical approaches. In this session the PIs on several
CS Principles/CS10K initiatives will talk briefly and at a
high-level about the projects they are leading, the
approaches they are taking to scale their projects, and the
curricula, pedagogy, and professional development they are
employing to expand and enable teachers and students. Pilot
teachers who are part of each of the projects will offer a
different, on-the-ground perspective of how each approach is
succeeding and the challenges faced from a teacher
perspective. Outlining issues related to equity in the
classroom, broadening participation, pedagogical approaches,
and supporting diverse learners will be the responsibility
of the leadership group from the CS Principles project. They
will facilitate the discussion related to these diverse
initiatives and call-on or represent pilot teachers from
these different projects.},
Doi = {10.1145/2538862.2538991},
Key = {fds235624}
}
@article{fds235671,
Author = {Astrachan, O and Briggs, A},
Title = {The CS principles project: A new introductory computing
course for everyone},
Journal = {ACM Inroads},
Volume = {3},
Number = {2},
Pages = {38-42},
Publisher = {Association for Computing Machinery (ACM)},
Year = {2012},
Month = {June},
ISSN = {2153-2184},
url = {http://dx.doi.org/10.1145/2189835.2189849},
Doi = {10.1145/2189835.2189849},
Key = {fds235671}
}
@article{fds235669,
Author = {Astrachan, O and Morelli, R and Barnette, D and Gray, J and Uche, C and Cowles, B and Dovi, R},
Title = {CS principles: Piloting a national course},
Journal = {SIGCSE'12 - Proceedings of the 43rd ACM Technical Symposium
on Computer Science Education},
Pages = {319-320},
Publisher = {ACM Press},
Year = {2012},
Month = {March},
url = {http://dx.doi.org/10.1145/2157136.2157230},
Abstract = {Reports on a new national course designed to be an Advanced
Placement course in Computer Science have been reported in
[1-3]. This course has been designed from first principles
to be taught nationwide at both the secondary and
post-secondary levels. As part of this joint NSF/College
Board project, 11 high schools are partnered with 10
colleges to teach the course, be part of a national
initiative to test assessment items, and to help validate
the curriculum framework that is the basis for the course
and project. The traditional Advanced Placement (AP)
Computer Science program is intended to reflect enough of a
common core of a first semester or year of university-level
computer science so that placement or credit can be awarded
for work done before college. This special session is a
report of the second stage of pilot that is designed to lead
to a national standard and a new, additional AP exam in the
next five years. This course will not replace the
traditional, CS1-oriented AP exam, but will be a new
national introduction to Computer Science.},
Doi = {10.1145/2157136.2157230},
Key = {fds235669}
}
@article{fds235670,
Author = {Astrachan, O and Briggs, A and Cuny, J and Diaz, L and Stephenson,
C},
Title = {Update on the CS principles project},
Journal = {SIGCSE'12 - Proceedings of the 43rd ACM Technical Symposium
on Computer Science Education},
Pages = {477-478},
Publisher = {ACM Press},
Year = {2012},
Month = {March},
url = {http://dx.doi.org/10.1145/2157136.2157276},
Abstract = {The CS Principles Project is a collaborative effort to
develop a new introductory course in computer science,
accessible to all students. Computer Science educators at
all levels have worked together on the development of the
new curriculum under the direction of the College Board with
support from the National Science Foundation. This special
session provides an opportunity for the CS Principles
project leaders to report on recent updates and new
directions, and to engage in discussion on all aspects of
the project with SIGCSE participants © 2012
Authors.},
Doi = {10.1145/2157136.2157276},
Key = {fds235670}
}
@article{fds235668,
Author = {Wolfman, S and Astrachan, O and Clancy, M and Eiselt, K and Forbes, J and Franklin, D and Kay, D and Scott, M and Wayne, K},
Title = {Education: Teaching-oriented faculty at research
universities},
Journal = {Communications of the ACM},
Volume = {54},
Number = {11},
Pages = {35-37},
Publisher = {Association for Computing Machinery (ACM)},
Year = {2011},
Month = {November},
ISSN = {0001-0782},
url = {http://dx.doi.org/10.1145/2018396.2018409},
Doi = {10.1145/2018396.2018409},
Key = {fds235668}
}
@article{fds235666,
Author = {Astrachan, O and Barnes, T and Garcia, DD and Paul, J and Simon, B and Snyder, L},
Title = {CS principles: Piloting a new course at national
scale},
Journal = {SIGCSE'11 - Proceedings of the 42nd ACM Technical Symposium
on Computer Science Education},
Pages = {397-398},
Publisher = {ACM Press},
Year = {2011},
Month = {April},
url = {http://dx.doi.org/10.1145/1953163.1953281},
Abstract = {Since 2008, the National Science Foundation, in
collaboration with the College Board, has been developing a
"Computer Science: Principles" curriculum to "introduce
students to the central ideas of computing and computer
science, to instill ideas and practices of computational
thinking, and to have students engage in activities that
show how computing and computer science change the world"
[1]. We report on the initial pilot of the CS Principles
curriculum at five universities in 2010-2011. Beginning in
fall 2011, additional colleges will pilot the course while
five high schools will teach CS Principles as a rigorous
Advanced Placement (AP) high school course with an
associated exam. It is important to note that this is in
addition to, not as a replacement for, AP Computer Science
A, a Java programming course. In this special session,
suitable for both college and high school faculty, the five
instructors from the 2010-2011 pilot institutions will
describe their classes, the piloting experience (teaching
under a microscope), and the successes and failures of their
offerings. Emphasis will be placed on the following: mapping
the CS Principles curriculum to the specific needs of a
college or university, and how others can use or modify the
existing materials for pilots at their schools.},
Doi = {10.1145/1953163.1953281},
Key = {fds235666}
}
@article{fds235667,
Author = {Astrachan, O and Cuny, J and Stephenson, C and Wilson,
C},
Title = {The CS10K project: Mobilizing the community to transform
high school computing},
Journal = {SIGCSE'11 - Proceedings of the 42nd ACM Technical Symposium
on Computer Science Education},
Pages = {85-86},
Publisher = {ACM Press},
Year = {2011},
Month = {April},
url = {http://dx.doi.org/10.1145/1953163.1953193},
Abstract = {The CS10K project is a large-scale, collaborative project
bringing together stakeholders from wide-ranging
constituencies with the goal of systematically changing the
scale, curriculum, and pedagogy of teaching computer science
at all levels, but focusing in particular on computer
science in U.S. high schools as well as introductory
computing at the college level. As part of the systemic
changes in teaching computer science the CS10K project aims
to have 10,000 teachers in 10,000 high schools teaching a
new curriculum by 2015. The CS10K project will require
building substantial collaborations between a consortium of
partners - including academia at all levels, government
agencies, industry, and private foundations - to assist in
all aspects of the effort. In this special session, suitable
for teachers and educators from all levels, we will report
on the goals of the CS10K project, the motivation for the
project, its scope, and progress to date of the project.
This builds on work reported on in [1][2] and provides an
overarching view of the CS10K project with an appeal to the
broad computing community to be involved with the project.
Computer Science and computing education is our field of
endeavor. We all work to ensure that our field is vibrant,
growing, and successful. If computing is to be part of both
the academic and future workforce leading to innovation,
there is no stage in the academic pipeline more crucial than
high school. Students do begin to lose interest in computing
much earlier, but engagement programs for K-8 will not be
effective if students who become engaged before high school
lose that engagement and interest during their high school
years. Likewise, revitalized computing programs cannot have
a significant impact if too few students take our courses
and use our methods.},
Doi = {10.1145/1953163.1953193},
Key = {fds235667}
}
@article{fds235665,
Author = {Astrachan, O and Haynie, K and Stephenson, C and Diaz, L and Briggs,
A},
Title = {Re-imagining the first year of computing},
Journal = {SIGCSE'10 - Proceedings of the 41st ACM Technical Symposium
on Computer Science Education},
Pages = {329-330},
Publisher = {ACM Press},
Year = {2010},
Month = {May},
url = {http://dx.doi.org/10.1145/1734263.1734377},
Abstract = {The Advanced Placement (AP) Computer Science program is
intended to reflect enough of a common core of a first
semester or year of university-level computer science so
that placement or credit can be awarded for work done before
college. The SIGCSE symposia have a long history of
providing forums for discussing the evolution of the AP
program from its inception [1] to the transition in
languages from Pascal to C++ to Java [2,3,5,7,8,9]. In [15]
a report on the beginning of the project we report on here
was presented. This proposed special session is a report on
a new direction, with the potential for widespread adoption,
for a new course in computer science for high schools and
colleges; a course with the potential to be a new AP course
attracting a larger and more diverse audience than typical
introductory programming courses. In this session we will
report on the process that has led to this new direction,
the potential for piloting the new course, and the need for
complete disclosure and dialog that will be part of this
session.},
Doi = {10.1145/1734263.1734377},
Key = {fds235665}
}
@article{fds235657,
Author = {Parlante, N and Murtagh, TP and Sahami, M and Astrachan, O and Reed, D and Stone, CA and Heeringa, B and Reid, K},
Title = {Nifty assignments},
Journal = {SIGCSE'09 - Proceedings of the 40th ACM Technical Symposium
on Computer Science Education},
Pages = {483-484},
Publisher = {ACM Press},
Year = {2009},
Month = {December},
url = {http://dx.doi.org/10.1145/1508865.1509031},
Abstract = {Assignments determine much of what students actually take
away from a course. Sadly, creating successful assignments
is difficult and error prone. With that in mind, the Nifty
Assignments session is about promoting and sharing
successful assignment ideas, and more importantly, making
the assignment materials available for others to adopt. ©
2009 ACM.},
Doi = {10.1145/1508865.1509031},
Key = {fds235657}
}
@article{fds235658,
Author = {Astrachan, O and Walker, H and Stephenson, C and Diaz, L and Cuny,
J},
Title = {Advanced placement computer science: The future of tracking
the first year of instruction},
Journal = {SIGCSE'09 - Proceedings of the 40th ACM Technical Symposium
on Computer Science Education},
Pages = {397-398},
Publisher = {ACM Press},
Year = {2009},
Month = {December},
url = {http://dx.doi.org/10.1145/1508865.1509005},
Abstract = {The Advanced Placement (AP) Computer Science program is
intended to reflect enough of a common core of a first
semester or year of university-level computer science so
that placement or credit can be awarded for work done before
college. The SIGCSE symposia have a long history of
providing forums for discussing the evolution of the AP
program from its inception [1] to the transition from Pascal
to C++ [3] to the transition from C++ to Java [2,5,7,8,9].
Panels related to how credit and placement are awarded have
also been part of the SIGCSE conferences [4,6]. This special
session is a report of the ongoing process of developing new
and possible wide-ranging changes to the AP program. © 2009
ACM.},
Doi = {10.1145/1508865.1509005},
Key = {fds235658}
}
@article{fds235663,
Author = {Dewar, R and Astrachan, O},
Title = {Point/counterpoint - CS education in the U.S.: Heading in
the wrong direction?},
Journal = {Communications of the ACM},
Volume = {52},
Number = {7},
Pages = {41-45},
Publisher = {Association for Computing Machinery (ACM)},
Year = {2009},
Month = {July},
ISSN = {0001-0782},
url = {http://dx.doi.org/10.1145/1538788.1538804},
Abstract = {Considering the most effective methods for teaching students
the fundamental principles of software engineering.},
Doi = {10.1145/1538788.1538804},
Key = {fds235663}
}
@article{fds235664,
Author = {Astrachan, O},
Title = {Out-of-the-box: Cogito ergo hack},
Journal = {SIGCSE Bulletin Inroads},
Volume = {41},
Number = {2},
Pages = {80-81},
Publisher = {Association for Computing Machinery (ACM)},
Year = {2009},
Month = {June},
ISSN = {1096-3936},
url = {http://dx.doi.org/10.1145/1595453.1595476},
Doi = {10.1145/1595453.1595476},
Key = {fds235664}
}
@article{fds235659,
Author = {Astrachan, O},
Title = {Pander to ponder},
Journal = {SIGCSE Bulletin Inroads},
Volume = {41},
Number = {1},
Pages = {192-196},
Publisher = {Association for Computing Machinery (ACM)},
Year = {2009},
Month = {April},
ISSN = {1096-3936},
url = {http://dx.doi.org/10.1145/1539024.1508933},
Abstract = {Ponder means to weigh in the mind with thoroughness and care
[31]. Pander means to cater to the weaknesses and base
desires of others [31]. We report on a course we have
designed and delivered over a six year period. The course
was originally designed as a technical writing course for
majors, but has evolved into a non-major's version whose
enrollment ranks it as one of the three most highly-enrolled
and thus arguably most popular courses for undergraduates at
our university. We have worked diligently to ensure that
students ponder the topics and problems that comprise the
material for the course and the material is deeply technical
at many levels. We have also pandered to student needs in
meeting curriculum requirements, offering the course at a
time convenient for athletes and others, and using popular
media when possible. We started with the goal of engendering
interest and passion for computer science and how it affects
the world. We report on our efforts to attain this goal
while keeping material appropriately technical. We claim our
students are engaged in a different type of computational
thinking than that espoused in [32, 5, 15]. For the purposes
of this paper and discussion we call our approach
pander-to-ponder. We provide examples and illustrations of
the material we cover, relate it to similar courses at other
institutions, and show how we use problems to motivate
learning. In the work we report on here the learning is
specific to understanding how contributions from computer
science are changing the world.},
Doi = {10.1145/1539024.1508933},
Key = {fds235659}
}
@article{fds235660,
Author = {Astrachan, O and Hambrusch, S and Peckham, J and Settle,
A},
Title = {The present and future of computational thinking},
Journal = {SIGCSE Bulletin Inroads},
Volume = {41},
Number = {1},
Pages = {549-550},
Publisher = {Association for Computing Machinery (ACM)},
Year = {2009},
Month = {April},
ISSN = {1096-3936},
url = {http://dx.doi.org/10.1145/1539024.1509053},
Abstract = {Intellectual constructs and tools that are widely used to
solve the problems of society have been woven into
educational programs. For example, the three R's (reading,
'riting & 'rithmetic) are core to a strong fundamental
education, and practitioners and researchers routinely apply
these tools to their daily work. Computing has become an
essential and pervasive problemsolving toolset. This
development has fostered much discussion about the role of
computing in a modern education, the broadening nature of
computing majors and concentrations and their place in
post-secondary institutions, for example, [6,7]. Computer
science educators recognize the importance of improving
information technology (IT) skills and fluency, and a number
of studies have developed guidelines on how to do this
[3,4]. However, computer science has analytical concepts and
tools that offer educational benefits beyond simple IT
fluency. Computational thinking was introduced [9] as a
continuation of earlier discussions on the nature of
computing (e.g. [5]). Similar discussions and the same
terminology were introduced independently in a series of
workshops and reports [2]. This has helped the computing
community to strengthen description and definition of the
problem solving skills that computing brings to society,
through education, outreach, and research.Over the past few
years, computational thinking concepts have served as a
basis for several projects, workshops and efforts aimed at
more precise, and at the same time, deeper and wider
interpretation of computing. This includes attention to K-12
curricula, general education at colleges and universities,
as well as interdisciplinary research and technology
transfer. This panel will outline a sampling of the
activities and projects that have begun to define and
address computational thinking. The moderator will start
with an outline of national computational thinking
activities and developments. The panelists will talk about
their individual projects and activities, and outline their
visions for future developments in the computing and broader
educational communities around computational thinking. The
session will then be opened for discussion; the audience
will be encouraged to ask questions and contribute ideas for
the development of computational thinking across its many
dimensions.},
Doi = {10.1145/1539024.1509053},
Key = {fds235660}
}
@article{fds235661,
Author = {Parlante, N and Murtagh, TP and Sahami, M and Astrachan, O and Reed, D and Stone, CA and Heeringa, B and Reid, K},
Title = {Nifty assignments},
Journal = {SIGCSE Bulletin Inroads},
Volume = {41},
Number = {1},
Pages = {483-484},
Publisher = {Association for Computing Machinery (ACM)},
Year = {2009},
Month = {April},
ISSN = {1096-3936},
url = {http://dx.doi.org/10.1145/1539024.1509031},
Doi = {10.1145/1539024.1509031},
Key = {fds235661}
}
@article{fds235662,
Author = {Astrachan, O and Walker, H and Stephenson, C and Diaz, L and Cuny,
J},
Title = {Advanced placement computer science: The future of tracking
the first year of instruction},
Journal = {SIGCSE Bulletin Inroads},
Volume = {41},
Number = {1},
Pages = {397-398},
Publisher = {Association for Computing Machinery (ACM)},
Year = {2009},
Month = {April},
ISSN = {1096-3936},
url = {http://dx.doi.org/10.1145/1539024.1509005},
Abstract = {The Advanced Placement (AP) Computer Science program is
intended to reflect enough of a common core of a first
semester or ear of university-level computer science so that
placement or credit can be awarded for work done before
college. The SIGCSE symposia have a long history of
providing forums for discussing the evolution of the AP
program from its inception [1] to the transition from Pascal
to C++ [3] to the transition from C++ to Java [2,5,7,8,9].
Panels related to how credit and placement are awarded have
also been part of the SIGCSE conferences [4,6]. This special
session is a report of the ongoing process of developing new
and possible wide-ranging changes to the AP
program.},
Doi = {10.1145/1539024.1509005},
Key = {fds235662}
}
@article{fds235655,
Author = {Astrachan, O and Hambrusch, S and Peckham, J and Settle,
A},
Title = {The present and future of computational thinking},
Journal = {SIGCSE'09 - Proceedings of the 40th ACM Technical Symposium
on Computer Science Education},
Pages = {549-550},
Publisher = {ACM Press},
Year = {2009},
Month = {January},
url = {http://dx.doi.org/10.1145/1508865.1509053},
Abstract = {Intellectual constructs and tools that are widely used to
solve the problems of society have been woven into
educational programs. For example, the three R's (reading,
riting & rithmetic) are core to a strong fundamental
education, and practitioners and researchers routinely apply
these tools to their daily work. Computing has become an
essential and pervasive problemsolving toolset. This
development has fostered much discussion about the role of
computing in a modern education, the broadening nature of
computing majors and concentrations and their place in
post-secondary institutions, for example, [6,7]. Computer
science educators recognize the importance of improving
information technology (IT) skills and fluency, and a number
of studies have developed guidelines on how to do this
[3,4]. However, computer science has analytical concepts and
tools that offer educational benefits beyond simple IT
fluency. Computational thinking was introduced [9] as a
continuation of earlier discussions on the nature of
computing (e.g. [5]). Similar discussions and the same
terminology were introduced independently in a series of
workshops and reports [2]. This has helped the computing
community to strengthen description and definition of the
problem solving skills that computing brings to society,
through education, outreach, and research. Over the past few
years, computational thinking concepts have served as a
basis for several projects, workshops and efforts aimed at
more precise, and at the same time, deeper and wider
interpretation of computing. This includes attention to K-12
curricula, general education at colleges and universities,
as well as interdisciplinary research and technology
transfer. This panel will outline a sampling of the
activities and projects that have begun to define and
address computational thinking. The moderator will start
with an outline of national computational thinking
activities and developments. The panelists will talk about
their individual projects and activities, and outline their
visions for future developments in the computing and broader
educational communities around computational thinking. The
session will then be opened for discussion: The audience
will be encouraged to ask questions and contribute ideas for
the development of computational thinking across its many
dimensions.},
Doi = {10.1145/1508865.1509053},
Key = {fds235655}
}
@article{fds235656,
Author = {Astrachan, O},
Title = {Pander to ponder},
Journal = {SIGCSE'09 - Proceedings of the 40th ACM Technical Symposium
on Computer Science Education},
Pages = {192-196},
Publisher = {ACM Press},
Year = {2009},
Month = {January},
url = {http://dx.doi.org/10.1145/1508865.1508933},
Abstract = {Ponder means "to weigh in the mind with thoroughness and
care" [31]. Pander means "to cater to the weaknesses and
base desires of others" [31]. We report on a course we have
designed and delivered over a six year period. The course
was originally designed as a technical writing course for
majors, but has evolved into a non-major's version whose
enrollment ranks it as one of the three most highly-enrolled
and thus arguably most popular courses for undergraduates at
our university. We have worked diligently to ensure that
students ponder the topics and problems that comprise the
material for the course - and the material is deeply
technical at many levels. We have also pandered to student
needs in meeting curriculum requirements, offering the
course at a time convenient for athletes and others, and
using popular media when possible. We started with the goal
of engendering interest and passion for computer science and
how it affects the world. We report on our efforts to attain
this goal while keeping material appropriately technical. We
claim our students are engaged in a different type of
computational thinking than that espoused in [32, 5, 15].
For the purposes of this paper and discussion we call our
approach pander-to-ponder. We provide examples and
illustrations of the material we cover, relate it to similar
courses at other institutions, and show how we use problems
to motivate learning. In the work we report on here the
learning is specific to understanding how contributions from
computer science are changing the world. © 2009
ACM.},
Doi = {10.1145/1508865.1508933},
Key = {fds235656}
}
@article{fds235654,
Author = {Astrachan, O and Denning, P},
Title = {Innovating our self image (special session)},
Journal = {SIGCSE'08 - Proceedings of the 39th ACM Technical Symposium
on Computer Science Education},
Pages = {178-179},
Publisher = {ACM Press},
Year = {2008},
Month = {December},
url = {http://dx.doi.org/10.1145/1352135.1352195},
Abstract = {The NSF CISE Directorate selected Owen Astrachan and Peter
Denning as the first two Distinguished Education Fellows.
Their job is to serve as ambassadors for curriculum change
in a field whose basic curriculum structure is much the same
as it was in the 1970s. They believe that • The outdated
1970-era curriculum structure is largely responsible for the
harmful and misleading external image that CS=programming.
• The external image reflects an internal self-image that
started in the 1970s as "we are programmers" and matured in
the 1990s to "we are masters of abstraction." These images
do not foster collaboration with other fields and do not
excite the curiosity of young people. In this session,
Astrachan and Denning will discuss what they see as high
leverage points for curriculum innovation. Astrachan will
focus on problem-based learning, a way of bringing students
directly into contact with real issues in the world where
computation can help. Denning will focus on the Great
Principles of Computing and on the development of
foundational skills of innovation among curriculum
innovators. They will answer questions from the audience and
provide feedback to the ACM Education Board and ACM
Education Council.},
Doi = {10.1145/1352135.1352195},
Key = {fds235654}
}
@article{fds235652,
Author = {Alt, C and Astrachan, O and Forbes, J and Lucic, R and Rodger,
S},
Title = {Social networks generate interest in computer
science},
Journal = {Proceedings of the Thirty-Seventh SIGCSE Technical Symposium
on Computer Science Education},
Pages = {438-442},
Publisher = {ACM Press},
Year = {2007},
Month = {December},
url = {http://dx.doi.org/10.1145/1121341.1121477},
Abstract = {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. Copyright 2006 ACM.},
Doi = {10.1145/1121341.1121477},
Key = {fds235652}
}
@article{fds235653,
Author = {Astrachan, O and Parlante, N and Garcia, DD and Reges,
S},
Title = {Teaching tips we wish they'd told us before we
started},
Journal = {SIGCSE 2007: 38th SIGCSE Technical Symposium on Computer
Science Education},
Pages = {2-3},
Publisher = {ACM Press},
Year = {2007},
Month = {October},
url = {http://dx.doi.org/10.1145/1227310.1227314},
Abstract = {When we started teaching, our more seasoned colleagues were
probably ready with pearls of wisdom to share with us. They
no doubt pointed us to several of the excellent resources on
teaching as a new faculty member [2,3,4,5,6,7]. As an
instructor, there were so many hats to wear: lecturer,
teaching staff mentor, exam / project / lab author, grader
and leader of office hours. It was a lot to take in, and
even with all that counsel, it was probably still quite
daunting! Years later, what have we had to learn on our own?
What egregious mistakes could have been avoided had we just
known a single fact? What advice has stood the test of time?
How can we share these with each other? The purpose of this
panel is to gather seasoned educators together (with over 80
years of combined teaching experience) and allow each to
share their favorite teaching tips. We will have ample
opportunity for audience members to share their own tips and
to comment on ours. The position statements that follow
offer a random sampling of two of these 'hidden' pearls.
When possible, we've tried to tag them with relevant
categories: Lecturing, Office (hours), Staff (mentoring),
Exams (authoring & administering), Labs (authoring &
running), Section (TA-led discussion), Projects (and
homework; authoring & supporting), and Meta (advice spanning
categories).},
Doi = {10.1145/1227310.1227314},
Key = {fds235653}
}
@article{fds235650,
Author = {Astrachan, O and Bruce, K and Koffman, E and Kölling, M and Reges,
S},
Title = {Resolved: Objects early has failed},
Journal = {Proceedings of the Thirty-Sixth SIGCSE Technical Symposium
on Computer Science Education, SIGCSE 2005},
Pages = {451-452},
Year = {2005},
Month = {June},
Abstract = {The participants will use a debate format with a provocative
thesis to explore the pedagogical approach known as "objects
early" or "objects first." By arguing in the affirmative,
Elliot Koffman and Stuart Reges will point out concerns that
have been raised about the approach. By arguing in the
negative, Kim Bruce and Michael Kölling will describe
schools that are succeeding with the approach and ways to
address significant concerns. Owen Astrachan as moderator
will ensure that the debate remains civil and will provide
some humorous and possibly even insightful commentary on the
evidence presented by both sides.},
Key = {fds235650}
}
@article{fds235648,
Author = {Astrachan, OL},
Title = {Non-competitive programming contest problems as the basis
for just-in-time teaching},
Journal = {Proceedings - Frontiers in Education Conference,
FIE},
Volume = {1},
Pages = {T3H-20-T3H-24},
Year = {2004},
Month = {December},
ISSN = {1539-4565},
Abstract = {We report on the successful use of small programming
assignments that augment a just-in-time approach to teaching
programming, and problem solving in the first year of
computer science. The emphasis in these assignments is on
algorithmic problem-solving rather than on object-oriented
design and programming. Students are given a terse
explanation of a problem and several non-exhaustive test
cases. A programmed solution uses no I/O, but is tested via
a web-based submission system that reports success or
failure for between 10 and 40 test cases. Students compile,
test, and debug via the online web-based system. There is no
limit on the number of times students can test their
solutions. After submission for grading, solutions are
judged solely on whether they pass tests, all of which can
be seen via the online testing mechanism, and not on the
so-called quality of the code submitted. ©2004
IEEE.},
Key = {fds235648}
}
@article{fds235647,
Author = {Ginat, D and Astrachan, O and Garcia, DD and Guzdial,
M},
Title = {"But it looks right!": The bugs students don't
see},
Journal = {Proceedings of the SIGCSE Technical Symposium on Computer
Science Education},
Pages = {284-285},
Year = {2004},
Month = {June},
Abstract = {It is not rare that programming students are surprised when
they encounter bugs in their program, which "looks
completely right". Such a phenomenon expresses lack of
awareness of analysis, design, and testing habits, which
yield undesirable outcomes. The special session will focus
on various programming aspects that may look seemingly right
to students, but yield a buggy, wrong result. Various
aspects will be displayed, illustrated, and discussed with
the audience, in order to better understand the
characteristics of bugs and ways of coping with them in our
teaching.},
Key = {fds235647}
}
@article{fds235649,
Author = {Ginat, D and Astrachan, O and Garcia, DD and Guzdial,
M},
Title = {"But it looks rightl": The bugs students don't
see},
Journal = {SIGCSE Bulletin (Association for Computing Machinery,
Special Interest Group on Computer Science
Education)},
Volume = {36},
Number = {1},
Pages = {284-285},
Publisher = {Association for Computing Machinery (ACM)},
Year = {2004},
Month = {March},
ISSN = {0097-8418},
url = {http://dx.doi.org/10.1145/1028174.971401},
Abstract = {It is not rare that programming students are surprised when
they encounter bugs in their program, which "looks
completely right". Such a phenomenon expresses lack of
awareness of analysis, design, and testing habits, which
yield undesirable outcomes. The special session will focus
on various programming aspects that may look seemingly right
to students, but yield a buggy, wrong result. Various
aspects will be displayed, illustrated, and discussed with
the audience, in order to better understand the
characteristics of bugs and ways of coping with them in our
teaching.},
Doi = {10.1145/1028174.971401},
Key = {fds235649}
}
@article{fds235651,
Author = {Astrachan, O},
Title = {Why I care about programming and how to teach
it},
Journal = {SIGCSE Bulletin (Association for Computing Machinery,
Special Interest Group on Computer Science
Education)},
Volume = {36},
Number = {1},
Pages = {235},
Publisher = {Association for Computing Machinery (ACM)},
Year = {2004},
Month = {March},
ISSN = {0097-8418},
url = {http://dx.doi.org/10.1145/1028174.971302},
Abstract = {This is the thirty-fifth SIGCSE conference. Off-by-one bugs
notwithstanding, it seems safe to assume that the members of
the SIGCSE community have been teaching programming for at
least 35 years. Have we improved the teaching of programming
in that time? We have changed languages, we have
occasionally changed paradigms, and the platform we use to
teach programming is effectively infinitely more powerful
than it was 35 years ago. However, if we use the SIGCSE
proceedings as a snapshot of the state-of-the-art in
teaching programming, it's possible to take a view that "the
more things change the more they remain the same." In this
talk I'll review what the community has had to say about
teaching programming and what it is saying today. The
community does not always speak in one voice, but there are
established trends that illuminate what we as a community
view as important. In 1974 David Gries discussed how we
should teach programming and used this analogy: "Suppose you
attend a course in cabinet making. The instructor briefly
shows you a saw, a plane, a hammer, and a few other tools,
letting you use each one for a few minutes. He next shows
you a beautifully-finished cabinet. Finally, he tells you to
design and build your own cabinet and bring him the finished
product in a few weeks. You would think he was crazy!" As
part of this talk I will demonstrate how I teach
program-building and why I think that if we do not program
in front of our students we cannot effectively teach
programming. I hope to convince you that programming should
be taught by demonstration and that I am not
crazy.},
Doi = {10.1145/1028174.971302},
Key = {fds235651}
}
@article{fds235645,
Author = {Astrachan, O},
Title = {Bubble sort: An archaeological algorithmic
analysis},
Journal = {SIGCSE Bulletin (Association for Computing Machinery,
Special Interest Group on Computer Science
Education)},
Pages = {1-5},
Year = {2003},
Month = {July},
Abstract = {Text books, including books for general audiences,
invariably mention bubble sort in discussions of elementary
sorting algorithms. We trace the history of bubble sort, its
popularity, and its endurance in the face of pedagogical
assertions that code and algorithmic examples used in early
courses should be of high quality and adhere to established
best practices. This paper is more an historical analysis
than a philosophical treatise for the exclusion of bubble
sort from books and courses. However, sentiments for
exclusion are supported by Knuth [17], "In short, the bubble
sort seems to have nothing to recommend it, except a catchy
name and the fact that it leads to some interesting
theoretical problems." Although bubble sort may not be a
best practice sort, perhaps the weight of history is more
than enough to compensate and provide for its
longevity.},
Key = {fds235645}
}
@article{fds235646,
Author = {Astrachan, OL and Duvall, RC and Forbes, J and Rodger,
SH},
Title = {Active learning in small to large courses},
Journal = {Proceedings - Frontiers in Education Conference},
Volume = {1},
Pages = {T2A/16-T2A/20},
Year = {2002},
Month = {December},
Abstract = {This paper presents our experiences promoting active
learning in programming courses from introductory to
advanced levels. We use a variety of techniques as our
courses vary greatly in size and our facilities vary in
layout and equipment. For large lectures, we present active
interludes that require students to work in small groups,
respond to periodic polls, or help a professor program. For
moderately sized courses, we ask students to work in groups
and share their observations with the class. Finally, in our
Interactive Computer Classroom we have almost completely
departed from long lectures to run the course in a workshop
format, giving students a chance to work on the computer
almost everyday in a supervised, safe environment. In short,
although these techniques often require longer preparation
time, we show that active learning can be done in any
classroom situation and students must be active everyday to
remain engaged in the material.},
Key = {fds235646}
}
@article{fds235643,
Author = {Astrachan, OL and Bernstein, D and English, A and Koh,
B},
Title = {Development issues for a networked, object oriented gaming
architecture (NOOGA) teaching tool},
Journal = {Proceedings-Frontiers in Education Conference},
Volume = {1},
Pages = {17-22},
Publisher = {IEEE},
Year = {2002},
Month = {January},
url = {http://dx.doi.org/10.1109/FIE.2002.1157952},
Abstract = {We describe the outcome and experience of trying to develop
an architecture and framework for a Networked Object
Oriented Gaming Architecture (NOOGA). The aim of this
project was to create an easily extensible framework that
facilitates teaching students about object oriented design,
design patterns, and software engineering in an interesting
context. Our original goal was to develop a game serve to
serve multiplayer games such as battleship, dots, and
Boggle. We planned to implement these three games, but to
design an extensible server that would permit new games to
be added to the server framework. The NOOGA framework would
be studied and used from both a client and server
standpoint. Students would first develop clients that would
connect to the server to play a specific game and would, in
more advanced courses, add new games to the server. This
paper will focus on the development process and design
decisions made during development. We initially decided to
implement the client/server model using Java's Remote Method
Invocation (RMI). Later, we developed a protocol for
communicating between the server and clients using low-level
sockets to facilitate client implementation in C and C++. We
describe the success in developing an extensible server, but
describe failures in ensuring robustness in the face of
faulty clients. Since the NOOGA server was intended to
facilitate student development of networked clients, our
original goals were not fully realized.},
Doi = {10.1109/FIE.2002.1157952},
Key = {fds235643}
}
@article{fds235644,
Author = {Astrachan, O},
Title = {OO overkill: When simple is better than not},
Journal = {SIGCSE Bulletin (Association for Computing Machinery,
Special Interest Group on Computer Science
Education)},
Pages = {302-306},
Publisher = {ACM Press},
Year = {2001},
Month = {January},
url = {http://dx.doi.org/10.1145/366413.364608},
Abstract = {Object oriented design patterns as popularized in [GHJV95]
are intended to solve common programming problems and to
assist the programmer in designing and developing robust
systems. As first year courses increasingly emphasize object
orientation, knowledge of design patterns and when to use
them becomes an important component of the first year
curriculum. Recent literature has focused on introducing the
patterns to computer science educators, but not on the
situations and contexts in which the patterns are
appropriate. Design patterns and object orientation are
parts of a methodology that scales to large systems. In this
paper we show that these concepts do not always scale down.
We analyze examples from current literature that would be
simpler without patterns, and provide examples of when the
same design patterns do make design and programs
simpler.},
Doi = {10.1145/366413.364608},
Key = {fds235644}
}
@article{fds235642,
Author = {Kelemen, C and Tucker, A and Henderson, P and Bruce, K and Astrachan,
O},
Title = {Has our curriculum become math-phobic? (An American
perspective)},
Journal = {Proceedings of the Conference on Integrating Technology into
Computer Science Education, ITiCSE},
Pages = {132-135},
Year = {2000},
Month = {January},
url = {http://dx.doi.org/10.1145/343048.343143},
Abstract = {We are concerned about a view in undergraduate computer
science education, especially in the early courses, that
it's okay to be math-phobic and still prepare oneself to
become a computer scientist. Our view is the contrary: that
any serious study of computer science requires students to
achieve mathematical maturity (especially in discrete
mathematics) early in their undergraduate studies, thus
becoming well-prepared to integrate mathematical ideas,
notations, and methodologies throughout their study of
computer science. A major curricular implication of this
theme is that the prerequisite expectations and conceptual
level of the first discrete mathematics course should be the
same as it is for the first calculus course - secondary
school pre-calculus and trigonometry. Ultimately, calculus,
linear algebra, and statistics are also essential for
computer science majors, but none should occur earlier than
discrete mathematics. This paper explains our concerns and
outlines our response as a series of examples and
recommendations for future action.},
Doi = {10.1145/343048.343143},
Key = {fds235642}
}
@article{fds235640,
Author = {Astrachan, O},
Title = {Concrete teaching: Hooks and props as instructional
technology},
Journal = {Proceedings of the Conference on Integrating Technology into
Computer Science Education, ITiCSE},
Volume = {Part F129252},
Number = {3},
Pages = {21-24},
Year = {1998},
Month = {August},
url = {http://dx.doi.org/10.1145/282991.283003},
Abstract = {Hooks and props; are mental or physical images used in thle
classroom which help students as they learn new topics.
Concrete and constructive teaching are essential in
introductory programming courses. In this paper we discuss
active teaching and some ideas using physical props and
images that in our experience h:ave enhanced the teaching
and learning process.},
Doi = {10.1145/282991.283003},
Key = {fds235640}
}
@article{fds235637,
Author = {Astrachan, O and Berry, G and Cox, L and Mitchener,
G},
Title = {Design patterns: An essential component of CS
curricula},
Journal = {SIGCSE Bulletin (Association for Computing Machinery,
Special Interest Group on Computer Science
Education)},
Volume = {30},
Number = {1},
Pages = {153-160},
Publisher = {Association for Computing Machinery (ACM)},
Year = {1998},
Month = {January},
ISSN = {0097-8418},
url = {http://dx.doi.org/10.1145/274790.273182},
Abstract = {The field of software patterns has seen an explosion in
interest in the last three years. Work to date has been on
the recognition, cataloging, and finding of patterns with
little attention to the use of patterns, especially by
students and practitioners not well-versed in
object-oriented technologies. This project addresses pattern
use through the development of several programming and
pedagogical frameworks that supply support for using
patterns throughout a computer science curriculum. Although
we do not claim that patterns are Brooks' silver bullet
[10], their use can help cope with the accidental complexity
of software development and, we argue, their use is
essential for a successful adoption of object-oriented
techniques in academic computer science programs. This
project addresses practical concerns of the computer science
and software engineering communities in using, teaching, and
learning patterns. In this paper we argue that patterns are
an essential programming and pedagogical tool and report on
our work in making them accessible to the educational
community.},
Doi = {10.1145/274790.273182},
Key = {fds235637}
}
@article{fds235638,
Author = {Astrachan, O and Rodger, SH},
Title = {Animation, visualization, and interaction in CS 1
assignments},
Journal = {Poceedings of the Conference on Integrating Technology into
Computer Science Education, ITiCSE},
Pages = {317-321},
Year = {1998},
Month = {January},
url = {http://dx.doi.org/10.1145/273133.274321},
Abstract = {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.},
Doi = {10.1145/273133.274321},
Key = {fds235638}
}
@article{fds235639,
Author = {Astrachan, O and Berry, G and Cox, L and Mitchener,
G},
Title = {Design patterns: An essential component of CS
curricula},
Journal = {Poceedings of the Conference on Integrating Technology into
Computer Science Education, ITiCSE},
Pages = {153-160},
Year = {1998},
Month = {January},
Abstract = {The field of software patterns has seen an explosion in
interest in the last three years. Work to date has been on
the recognition, cataloging, and finding of patterns with
little attention to the use of patterns, especially by
students and practitioners not well-versed in
object-oriented technologies. This project addresses pattern
use through the development of several programming and
pedagogical frameworks that supply support for using
patterns throughout a computer science curriculum. Although
we do not claim that patterns are Brooks' silver bullet,
their use can help cope with the accidental complexity of
software development and, we argue, their use is essential
for a successful adoption of object-oriented techniques in
academic computer science programs. This project addresses
practical concerns of the computer science and software
engineering communities in using, teaching, and learning
patterns. In this paper we argue that patterns are an
essential programming and pedagogical tool and report on our
work in making them accessible to the educational
community.},
Key = {fds235639}
}
@article{fds235641,
Author = {Astrachan, O and Rodger, SH},
Title = {Animation, visualization, and interaction in CS 1
assignments},
Journal = {SIGCSE Bulletin (Association for Computing Machinery,
Special Interest Group on Computer Science
Education)},
Volume = {30},
Number = {1},
Pages = {317-321},
Publisher = {Association for Computing Machinery (ACM)},
Year = {1998},
Month = {January},
ISSN = {0097-8418},
url = {http://dx.doi.org/10.1145/274790.274321},
Abstract = {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.},
Doi = {10.1145/274790.274321},
Key = {fds235641}
}
@article{fds235634,
Author = {Astrachan, OL and Loveland, DW},
Title = {The use of lemmas in the Model Elimination
procedure},
Journal = {Journal of Automated Reasoning},
Volume = {19},
Number = {1},
Pages = {117-141},
Year = {1997},
Month = {January},
url = {http://dx.doi.org/10.1023/A:1005770705587},
Abstract = {When the model elimination (ME) procedure was first
proposed, the notion of lemma was put forth as a promising
augmentation to the basic complete proof procedure. Here the
lemmas that are used are also discovered by the procedure in
the same proof run. Several implementations of ME now exist,
but only a 1970s implementation explicitly examined this
lemma mechanism, with indifferent results. We report on the
successful use of lemmas using the METEOR implementation of
ME. Not only does the lemma device permit METEOR to obtain
proofs not otherwise obtainable by METEOR, or any other ME
prover not using lemmas, but some well-known challenge
problems are solved. We discuss several of these more
difficult problems, including two challenge problems for
uniform general-purpose provers, where METEOR was first in
obtaining the proof. The problems are not selected simply to
show off the lemma device, but rather to understand it
better. Thus, we choose problems with widely different
characteristics, including one where very few lemmas are
created automatically, the opposite of normal behavior. This
selection points out the potential of, and the problems
with, lemma use. The biggest problem normally is the
selection of appropriate lemmas to retain from the large
number generated. © 1997 Kluwer Academic
Publishers.},
Doi = {10.1023/A:1005770705587},
Key = {fds235634}
}
@article{fds235635,
Author = {Astrachan, O and Smith, R and Wilkes, J},
Title = {Application-based modules using apprentice learning for CS
2},
Journal = {SIGCSE Bulletin (Association for Computing Machinery,
Special Interest Group on Computer Science
Education)},
Volume = {29},
Number = {1},
Pages = {233-237},
Publisher = {Association for Computing Machinery (ACM)},
Year = {1997},
Month = {January},
ISSN = {0097-8418},
url = {http://dx.doi.org/10.1145/268085.268172},
Abstract = {A typical Data Structures (CS 2) course covers a wide
variety of topics: elementary algorithm analysis; data
structures including dynamic structures, trees, tables,
graphs, etc.; large programming projects; and more advanced
object-oriented concepts. Integrating these topics into
assignments is a challenging task; educators often duplicate
work done by others in re-inventing such assignments. At the
same time, these assignments and large programs take time to
develop and are often changed from semester to semester to
preclude cheating. We report on a project that provides
modules containing many kinds of programming and lab
assignments which can be re-used across semesters with
accessible and exciting application-oriented materials. Our
project is a collaboration between a research and teaching
oriented private university, a teaching oriented public
university, and a teaching oriented historically black
university. This helps ensure that the modules will be
accessible to nearly all student populations. The modules
developed are available electronically as hyper-text
documents.},
Doi = {10.1145/268085.268172},
Key = {fds235635}
}
@article{fds235636,
Author = {Astrachan, OL and Chapman, G and Rodger, SH and Weiss,
MA},
Title = {The reasoning for the advanced placement C++
subset},
Journal = {SIGCSE Bulletin (Association for Computing Machinery,
Special Interest Group on Computer Science
Education)},
Volume = {29},
Number = {4},
Pages = {62-65},
Publisher = {Association for Computing Machinery (ACM)},
Year = {1997},
Month = {January},
url = {http://dx.doi.org/10.1145/271125.271158},
Abstract = {The programming language used for the Advanced Placement
Computer Science (AP CS) courses and examinations will
change from Pascal to C++ beginning with the 1998-1999
academic year. This decision, proposed by the AP Computer
Science Development Committee and approved by the College
Board, was made in 1994. The 5-year transition period was
crucial in defining a C++ subset and providing time for the
high school teachers teaching AP CS to attend professional
development activities. In [1], the authors appear to
misunderstand the reasoning and the forces that helped
define the AP C++ subset. This paper attempts to correct
those.},
Doi = {10.1145/271125.271158},
Key = {fds235636}
}
@article{fds235631,
Author = {Astrachan, O and Selby, T and Unger, J},
Title = {Object-oriented, apprenticeship approach to data structures
using simulation},
Journal = {Proceedings - Frontiers in Education Conference},
Pages = {130-134},
Year = {1996},
Month = {December},
Abstract = {Object-oriented methods and programming are increasingly
being used in the second (CS 2) data structures course in
Computer Science. As this course migrates to an
object-oriented approach, students and instructors must be
given materials to support a unified and
application-oriented course. In this paper we report on
modules developed for what we term an Applied Apprenticeship
Approach to the CS 2 course using an object-oriented
framework.},
Key = {fds235631}
}
@article{fds235633,
Author = {Tucker, AB and Astrachan, O and Bruce, K and Cupper, R and Denning, P and Drysdale, S and Horton, T and Kelemen, C and McGeoch, C and Patt, Y and Proulx, V and Rada, R and Rasala, R and Roberts, E and Rudich, S and Stein,
L and Tucker, A and Van Loan and C},
Title = {Strategic directions in computer science
education},
Journal = {ACM Computing Surveys},
Volume = {28},
Number = {4},
Pages = {836-845},
Publisher = {Association for Computing Machinery (ACM)},
Year = {1996},
Month = {January},
url = {http://dx.doi.org/10.1145/242223.246876},
Doi = {10.1145/242223.246876},
Key = {fds235633}
}
@article{fds1180,
Author = {O.L. Astrachan and Susan Horwitz and the Advanced Placement
Computer Science Development Committee},
Title = {Technical Opinion: The First Course Conundrum},
Journal = {Communications of the ACM},
Pages = {117-118},
Year = {1995},
Month = {June},
Key = {fds1180}
}
@article{fds321925,
Author = {Horwitz, S and Appel, K and Cuprak, T and Kay, D and Nevison, C and Schram,
L and Stehlik, M and Astrachan, O},
Title = {The First-Course Conundrum},
Journal = {Communications of the ACM},
Volume = {38},
Number = {6},
Pages = {116-117},
Publisher = {Association for Computing Machinery (ACM)},
Year = {1995},
Month = {June},
url = {http://dx.doi.org/10.1145/203241.203266},
Doi = {10.1145/203241.203266},
Key = {fds321925}
}
@article{fds321926,
Author = {Astrachan, O and Reed, D},
Title = {AAA and CS 1: The Applied Apprenticeship Approach to CS
1},
Journal = {ACM SIGCSE Bulletin},
Volume = {27},
Number = {1},
Pages = {1-5},
Publisher = {Association for Computing Machinery (ACM)},
Year = {1995},
Month = {March},
url = {http://dx.doi.org/10.1145/199691.199694},
Abstract = {We have developed an application-based approach to
introductory courses in computer science. This approach
follows an apprenticeship model of learning, where students
begin by reading, studying, and extending programs written
by experienced and expert programmers. Applications play a
central role since programming constructs are motivated and
introduced in the context of applications, not the other way
around as is the tradition in most texts and courses. Under
our applied approach, 1995 students are able to learn from
interesting real-world examples, (2) the synthesis of
different programming constructs is supported using
incremental examples, and (3) good design is stressed vis
code and concept reuse. In this paper, we provide several
examples of our method as well as pointers to all the
material we have developed which is freely available
electronically. The philosophy underlying this method
transcends a particular programming language, but we present
our examples using C++ since that is the language used in
the CS 1 and CS 2 courses at Duke. This method has been used
with equal success using ISETL at Dickinson. © 1995, ACM.
All rights reserved.},
Doi = {10.1145/199691.199694},
Key = {fds321926}
}
@article{fds235629,
Author = {Astrachan, O},
Title = {Self-reference is an illustrative essential},
Journal = {ACM SIGCSE Bulletin},
Volume = {26},
Number = {1},
Pages = {238-242},
Publisher = {Association for Computing Machinery (ACM)},
Year = {1994},
Month = {December},
url = {http://dx.doi.org/10.1145/191033.191131},
Abstract = {This paper includes an abstract, a discussion of the
usefulness of self-reference in early computer science
courses, and some examples to illustrate this usefulness.
Most readers will not be troubled by this example of
self-referential writing. Why then is self-reference,
usually in the form of recursive subprograms, thought to be
so onerous as to be placed in its own left-until-the-end-and-often-uncovered
chapter in most introductory texts? Self-reference is one of
the cornerstones of computer science from the unsolvability
of the halting problem, to writing a Pascal compiler in
Pascal, to reveling in the beauty of Quicksort. We argue
that the notion of self-reference should permeate first
courses in computer science. If this is to be the case such
courses should take a view far broader than “Wow, I can
average 10 numbers with the skills I learned in my first
programming course!”. © 1994, ACM. All rights
reserved.},
Doi = {10.1145/191033.191131},
Key = {fds235629}
}
@article{fds321928,
Author = {Hirshfield, S and Astrachan, O and Barr, J and Donnelly, K and Levine,
D and McGinn, M},
Title = {Object-Oriented Programming (Abstract): How to “Scale
Up” CS 1},
Journal = {ACM SIGCSE Bulletin},
Volume = {26},
Number = {1},
Pages = {396},
Publisher = {Association for Computing Machinery (ACM)},
Year = {1994},
Month = {December},
url = {http://dx.doi.org/10.1145/191033.191203},
Doi = {10.1145/191033.191203},
Key = {fds321928}
}
@article{fds321927,
Author = {Arnow, D and Astrachan, O and Kiper, J and Workman, R and Whitlock, P and Auernheimer, B and Rager, J},
Title = {Themes and Tapestries: A Diversity of Approaches to Computer
Science for Liberal Arts Students},
Journal = {ACM SIGCSE Bulletin},
Volume = {26},
Number = {1},
Pages = {374-375},
Publisher = {Association for Computing Machinery (ACM)},
Year = {1994},
Month = {December},
url = {http://dx.doi.org/10.1145/191033.191176},
Doi = {10.1145/191033.191176},
Key = {fds321927}
}
@article{fds376535,
Author = {Chapman, G and Fix, S and Astrachan, O and Kmoch, J and Clancy,
M},
Title = {Case Studies in the Advanced Placement Computer Science
Curriculum (Abstract)},
Journal = {ACM SIGCSE Bulletin},
Volume = {26},
Number = {1},
Pages = {371},
Year = {1994},
Month = {December},
url = {http://dx.doi.org/10.1145/191033.191173},
Doi = {10.1145/191033.191173},
Key = {fds376535}
}
@article{fds235632,
Author = {Astrachan, O},
Title = {METEOR: Exploring model elimination theorem
proving},
Journal = {Journal of Automated Reasoning},
Volume = {13},
Number = {3},
Pages = {283-296},
Publisher = {Springer Nature},
Year = {1994},
Month = {October},
url = {http://dx.doi.org/10.1007/BF00881946},
Abstract = {In this paper we describe the theorem prover METEOR which is
a high-performance model elimination prover running in
sequential, parallel, and distributed computing
environments. METEOR has a very high inference rate. But, as
is the case with better chess-playing programs, speed alone
is not sufficient when exploring large search spaces;
intelligent search is necessary. We describe modifications
to traditional iterative deepening search mechanisms whose
implementation in METEOR result in performance improvements
of several orders of magnitude and that have permitted the
discovery of proofs unobtainable by top-down model
elimination provers. © 1994 Kluwer Academic
Publishers.},
Doi = {10.1007/BF00881946},
Key = {fds235632}
}
@article{fds235628,
Author = {Hirshfield, S and Astrachan, O and Barr, J and Donnelly, K and Levine,
D and McGinn, M},
Title = {Object-oriented programming: how to 'scale up' CS
1},
Journal = {SIGCSE Bulletin (Association for Computing Machinery,
Special Interest Group on Computer Science
Education)},
Volume = {26},
Number = {1},
Year = {1994},
Month = {March},
Abstract = {A workshop devoted to exploring the topic of how to
integrate object-oriented programming (OOP) concepts into
the undergraduate curriculum was sponsored by the National
Science foundation. Participants who were chosen had the
opportunity to present their approaches to incorporating OOP
concepts into their versions of course for
majors.},
Key = {fds235628}
}
@article{fds235630,
Author = {Chapman, G and Fix, S and Astrachan, O and Kmoch, J and Clancy,
M},
Title = {Case studies in the advanced placement computer science
curriculum},
Journal = {SIGCSE Bulletin (Association for Computing Machinery,
Special Interest Group on Computer Science
Education)},
Volume = {26},
Number = {1},
Pages = {371},
Publisher = {Association for Computing Machinery (ACM)},
Year = {1994},
Month = {March},
url = {http://dx.doi.org/10.1145/191033.191173},
Abstract = {Beginning in spring 1995, the Advanced Placement Computer
Science Examination will include questions based on
'Directory Manager', a case study describing the design and
development of a program to manage file names in a simulated
directory. The 'Directory Manager' materials include the
following: a problem statement; solution program code; a
narrative description and defense of decisions made in the
solution process; study questions distributed throughout the
narrative to involve the reader in the solution process;
sample exam items; and a comprehensive instructors' manual.
Case studies engage students in a kind of 'apprenticeship'
with an expert programmer. A variety of advantages result
from using case studies to teach programming. They provide
excellent models for student learning; context for study and
assessment of abstract programming concepts; encouragement
for students to reflect on their strengths and weaknesses
and learn from their experience; opportunities for working
with large programs without the overhead involved in
producing them from scratch. Case studies represent a swing
of the pendulum away from a focus on program synthesis
toward a better balance with analytical skills. Thus this
change potentially will have a significant impact on the
teaching and learning of programming in high schools and
colleges. Panelists will describe the upcoming changes to
the examination and the rationale behind these changes. They
will also describe a recent pilot study of the 'Directory
Manager' materials, its results, and experience teaching
with 'Directory Manager' in high school AP CS courses. Gail
Chapman is ETS Consultant to the AP CS Test Development
Committee. She coordinated and helped design the recent
pilot study of the 'Directory Manager' materials. Owen
Astrachan is Director of Undergraduate Studies in the
Computer Science Department at Duke University, as well as
Chief Faculty Consultant in charge of grading the exam and a
former Test Development Committee member. Sarah Fix and
Joseph Kmoch are AP CS instructors who participated in the
pilot study. Both have several years' experience as AP CS
exam readers, supervisors of question grading, College Board
consultants, and leaders of workshops for AP CS instructors;
in addition, Sarah has been a member of the Test Development
Committee since 1989.},
Doi = {10.1145/191033.191173},
Key = {fds235630}
}
@article{fds235627,
Author = {Khera, V and Astrachan, O and Kotz, D},
Title = {The Internet Programming Contest: A Report and
Philosophy},
Journal = {ACM SIGCSE Bulletin},
Volume = {25},
Number = {1},
Pages = {48-52},
Publisher = {Association for Computing Machinery (ACM)},
Year = {1993},
Month = {January},
url = {http://dx.doi.org/10.1145/169073.169105},
Abstract = {Programming contests can provide a high-profile method for
attracting interest in computer science. We describe our
philosophy as it pertains to the purpose and merits of
programming contests as well as their implementation. We
believe that we have successfully combined the theoretical
and practical aspects of computer science in an enjoyable
contest in which many people can participate. The contests
we describe have distinct advantages over contests such as
the ACM scholastic programming contest. The primary
advantageis that there is no travel required-the whole
contest is held in cyberspace. All interaction between
participants and judges is via electronic mail. Of course
all contests build on and learn from others, and ours is no
exception. This paper is intended to provide a description
andphilosophyof programming conteststhat will foster
discussion, that will provide a model, and that will
increase interest in programming as an essential aspect of
computer science. © 1993, ACM. All rights
reserved.},
Doi = {10.1145/169073.169105},
Key = {fds235627}
}
@article{fds235626,
Author = {Astrachan, O},
Title = {On Finding a Stable Roommate, Job, or Spouse: A Case Study
Crossing the Boundaries of Computer Science
Courses},
Journal = {ACM SIGCSE Bulletin},
Volume = {24},
Number = {1},
Pages = {107-112},
Publisher = {Association for Computing Machinery (ACM)},
Year = {1992},
Month = {January},
url = {http://dx.doi.org/10.1145/135250.134533},
Abstract = {The use of real world problems as the basis for assignments
in Computer Science courses is attractive for many reasons.
At the same time it is difficult to find such a problem that
offers the same richness that is found, for example, in
sorting or searching. In this paper a problem is presented
that has many real-world instances and which is
pedagogically attractive at all levels of Computer Science
from the level of a non-major's course to that of an
advanced algorithms course. © 1992, ACM. All rights
reserved.},
Doi = {10.1145/135250.134533},
Key = {fds235626}
}
@article{fds321929,
Author = {Astrachan, O},
Title = {Pictures as Invariants},
Journal = {ACM SIGCSE Bulletin},
Volume = {23},
Number = {1},
Pages = {112-118},
Publisher = {Association for Computing Machinery (ACM)},
Year = {1991},
Month = {January},
url = {http://dx.doi.org/10.1145/107005.107026},
Doi = {10.1145/107005.107026},
Key = {fds321929}
}
@article{fds1179,
Author = {O.L. Astrachan and D.W. Loveland},
Title = {METEORs: High Performance Theorem Provers Using Model
Elimination},
Booktitle = {Automated Reasoning: Essays in Honor of Woody
Bledsoe},
Publisher = {Kluwer Academic Press},
Editor = {R.S. Boyer},
Year = {1991},
Key = {fds1179}
}
@article{fds321930,
Author = {Shub, CM and Astrachan, O and Levine, D and Reges, S and Walker,
H},
Title = {Faster, fairer, and more consistent grading, using
techniques from the Advanced Placement reading},
Journal = {ACM SIGCSE Bulletin},
Volume = {22},
Number = {1},
Pages = {266},
Publisher = {Association for Computing Machinery (ACM)},
Year = {1990},
Month = {January},
url = {http://dx.doi.org/10.1145/319059.323445},
Abstract = {Every June, over fifty Computer Scientists meet to grade
Advanced Placement Examinations in Computer Science. The
techniques used to read over fifty thousand questions
consistently and fairly by multiple readers have proven
successful. Readers have informally discussed how the
techniques at the examination reading can be used in the
context of grading course examinations at their home
institutions. Adapting the techniques from the reading seems
to allow faster, fairer, and more consistent marking of
student papers. This panel will focus on how the examination
reading techniques can be adapted for use in universities
and schools. This discussion will be from the perspective of
how grading algorithms are designed, how they are refined,
how they are validated, and how they are applied. © 1990,
ACM. All rights reserved.},
Doi = {10.1145/319059.323445},
Key = {fds321930}
}
%% Conference articles PUBLISHED
@article{fds362968,
Author = {Sahami, M and Astrachan, O and Czajka, S and Decker, A and Rosato,
J},
Title = {Should the AP Computer Science A Exam Switch to Using
Python?},
Journal = {SIGCSE 2022 - Proceedings of the 53rd ACM Technical
Symposium on Computer Science Education V.2},
Pages = {1015-1016},
Year = {2022},
Month = {March},
ISBN = {9781450390712},
url = {http://dx.doi.org/10.1145/3478432.3499230},
Abstract = {Changing the language used to teach the AP Computer Science
A course is an expensive, time-consuming, and ultimately
controversial endeavor. However, it is worth raising the
question from time to time to determine if such a change may
now be appropriate. This panel offers a set of speakers
specifically chosen to provide a diverse set of viewpoints
and experiences (high school teacher, curriculum developer,
exam reader, exam development committee member, university
credit-granting administrator) on the question of whether
the language in the AP CS A exam should be switched to
Python in the near future.},
Doi = {10.1145/3478432.3499230},
Key = {fds362968}
}
@article{fds342547,
Author = {Moderator, CF and Astrachan, O and Garcia, DD and Musicant, D and Rosato, J},
Title = {CS principles higher education pathways},
Journal = {SIGCSE 2019 - Proceedings of the 50th ACM Technical
Symposium on Computer Science Education},
Pages = {498-499},
Year = {2019},
Month = {February},
ISBN = {9781450358903},
url = {http://dx.doi.org/10.1145/3287324.3287342},
Abstract = {With approximately 37,000 students entering college with an
AP CSP credit, students, parents, and teachers are wondering
how that AP credit "counts" in college. In this panel, we
will share perspectives from the College Board and higher
education institutions of pathways from CS Principles to CS
majors. While over 500 institutions have indicated they have
credit and placement policies for CSP, they may vary quite a
bit [1]. (Credit gives students units of credit on their
college record while placement means the AP credit can meet
a particular course requirement.) For example, some
institutions offer credit only, while others allow the
course to count as part of a general education program, as a
major elective, or even require CSP in the major. Panelists
will share institutional context and reasoning behind their
policies.},
Doi = {10.1145/3287324.3287342},
Key = {fds342547}
}
@article{fds342548,
Author = {Gray, J and Astrachan, O and Haynie, K and Uche, C and Cooney, S and Trees,
F and Kick, R},
Title = {Infusing cooperative learning into AP computer science
principles courses to promote engagement and
diversity},
Journal = {SIGCSE 2019 - Proceedings of the 50th ACM Technical
Symposium on Computer Science Education},
Pages = {1190-1196},
Year = {2019},
Month = {February},
ISBN = {9781450358903},
url = {http://dx.doi.org/10.1145/3287324.3287421},
Abstract = {The Advanced Placement Computer Science Principles (AP CSP)
course was the culmination of an eight-year NSF/College
Board pilot project that exceeded all expectations in terms
of enrollment in its first two official years. Four
NSF-sponsored projects and six other projects have endorsed
AP CSP curricula and professional development (PD), a first
for an AP course. In this paper, we report on an
NSF-sponsored multi-year effort to infuse cooperative
learning (CL) structures into AP CSP classrooms to improve
class participation and student learning. As we report, CL
structures have been beneficial for both new and experienced
teachers and across the curricula of the endorsed providers.
Since AP CSP was designed to engage all learners, the CL
structures used in our PD workshops and the CL resources
designed by participating teachers in our project have the
potential to positively impact all AP CSP classrooms.
Research was conducted on the extent to which use of CL
structures impacted student efficacy and student
achievement. Three cohorts of AP CSP teachers participated
in PD that focused on AP CSP pedagogical content knowledge
using CL structures. A cumulative 143 teachers attended
one-week PD workshops spanning July 2015, 2016, and 2017. We
studied the effect of CL structures on student learning
using AP scores as an outcomes measure. Use of CL structures
was a statistically significant and positive predictor of
student AP scores for participating classes in cohorts 2 and
3. Additionally, the use of pair programming was a
significant and positive predictor of AP
scores.},
Doi = {10.1145/3287324.3287421},
Key = {fds342548}
}
@article{fds326170,
Author = {Camp, T and Schanzer, E and Goode, J and Campos, E and Astrachan,
O},
Title = {CSPdWeek: A scalable model for preparing teachers for CS for
all},
Journal = {Proceedings of the Conference on Integrating Technology into
Computer Science Education, ITiCSE},
Volume = {Part F126972},
Pages = {645-646},
Publisher = {ACM Press},
Year = {2017},
Month = {March},
ISBN = {9781450346986},
url = {http://dx.doi.org/10.1145/3017680.3017681},
Abstract = {Professional development (PD) has long been recognized as
one of the key ingredients in CS Education, particularly
when addressing the problem of underserved communities. Over
the last decade, significant work has been done to create
professional development and curricular offerings that are
research based, with a proven track record. Bootstrap,
Exploring Computer Science and AP CS Principles represent
these types of programs. Each of these programs has
developed high-quality PD for educators and have been
recognized by the White House as exemplar courses. However,
economies of scale make it difficult to expand to the vast
number of small school districts around the country,
including some of the most isolated and underserved areas
such as rural communities and Native American reservations.
This panel will discuss an alternative model - "CSPdWeek" -A
national event aimed at providing best-in-class PD to
teachers across the country. The inaugural CSPdWeek took
place in July, 2016 at Colorado School of Mines, and
provided a week-long residential experience for teachers
attending one of three teacher-focused professional
development programs. Additionally, Counselors for
Computing, an NCWIT program, provided a shorter 2-day
experience to 20 school counselors. Over 240 classroom
teachers attended CSPdWeek, making this professional
development the single largest cross-curricular effort in
preparing U.S. teachers to teach computing as part of the
"CS for All" movement. This panel will focus on why this
year's CSPdWeek was such a success and what was behind
social media testimonies from teachers who talked about
being part of an educational movement. What opportunities
for learning, community building, and teacher cross-program
communication were made possible by this model? What was the
high value-Added of this PD model? What lessons did we learn
for improvement and expansion? What would we keep the same
and what will we change (and why) will be the focus of the
discussion.},
Doi = {10.1145/3017680.3017681},
Key = {fds326170}
}
@article{fds321923,
Author = {Astrachan, O and Osborne, RB},
Title = {Advanced placement computer science principles (APCSP): A
report from teachers},
Journal = {SIGCSE 2016 - Proceedings of the 47th ACM Technical
Symposium on Computing Science Education},
Pages = {681-682},
Publisher = {ACM Press},
Year = {2016},
Month = {February},
ISBN = {9781450338561},
url = {http://dx.doi.org/10.1145/2839509.2844677},
Abstract = {The AP CS Principles (APCSP) course begins as an AP course
in 2016, fully realized after eight years with several
presentations as part of SIGCSE conferences[1-3]. APCSP was
designed to broaden participation in computer science in
high school and beyond, and to be accessible to teachers who
might be new to computer science, in some cases with limited
previous experience in teaching courses in the area. The
APCSP project has been grounded in an inclusive,
community-driven approach to building a new course that is
nearly unprecedented. Initially funded by the College Board
and NSF, as this community of educators nears the official
launch of APCSP the project has become more of a
public/private partnership, garnering significant interest
in building programs with NSF, non-profit, and industry
support. To understand how teachers new to computer science
and/or new to APCSP might be able to launch a course that
broadens participation at scale, to be part of what has been
heralded as an effort to support 10,000 teachers in 10,000s
schools, this special session is built on hearing directly
from teachers who are in their first year of teaching APCSP,
but who are teaching curricula developed by one of five
projects that are part of a cohort working closely with the
College Board in supporting APCSP. These projects have the
potential to develop nationally, to support teachers with
curricula and professional development, and to bring new
teachers into the APCSP community, and by extension into the
SIGCSE community. These five projects have been recognized
by the College Board and the National Science Foundation as
likely capable of such support. The projects are Project
Lead the Way (PLTW)[4], Code.org[5], Beauty and Joy of
Computing (BJC)[6], Mobile CSP[7], and Thriving in our
Digital World[8].},
Doi = {10.1145/2839509.2844677},
Key = {fds321923}
}
@article{fds235625,
Author = {Arpaci-Dusseau, A and Bauer, M and Franke, B and Griffin, J and Morelli,
R and Astrachan, O and Carrell, M and Gardner, C and Kick, R and Muralidhar, D and Uche, C and Barnett, D and Dovi, R and Gray, J and Kuemmel, A and Osborne, RB},
Title = {Computer science principles: Analysis of a proposed advanced
placement course},
Journal = {SIGCSE 2013 - Proceedings of the 44th ACM Technical
Symposium on Computer Science Education},
Pages = {251-256},
Publisher = {ACM},
Editor = {Camp, T and Tymann, PT and Dougherty, JD and Nagel,
K},
Year = {2013},
Month = {April},
ISBN = {9781450320306},
url = {http://dl.acm.org/citation.cfm?id=2445196},
Abstract = {In this paper we analyze the CS Principles project, a
proposed Advanced Placement course, by focusing on the
second pilot that took place in 2011-2012. In a previous
publication the first pilot of the course was explained, but
not in a context related to relevant educational research
and philosophy. In this paper we analyze the content and the
pedagogical approaches used in the second pilot of the
project. We include information about the third pilot being
conducted in 2012-2013 and the portfolio exam that is part
of that pilot. Both the second and third pilots provide
evidence that the CS Principles course is succeeding in
changing how computer science is taught and to whom it is
taught. Copyright © 2013 ACM.},
Doi = {10.1145/2445196.2445273},
Key = {fds235625}
}
@article{fds321924,
Author = {Parlante, N and Astrachan, O and Clancy, M and Paths, RE and Zelenski,
J and Reges, S},
Title = {Nifty assignments panel},
Journal = {SIGCSE 1999 - Proceedings of the 13th SIGCSE Technical
Symposium on Computer Science Education},
Pages = {354-355},
Publisher = {ACM},
Editor = {Prey, J and Noonan, RE},
Year = {1999},
Month = {March},
ISBN = {9781581130850},
url = {http://dx.doi.org/10.1145/384266.299809},
Doi = {10.1145/384266.299809},
Key = {fds321924}
}
@article{fds329893,
Author = {Astrachan, O and Reed, D},
Title = {AAA and CS 1 the applied apprenticeship approach to CS
1},
Journal = {Proceedings of the 26th SIGCSE Technical Symposium on
Computer Science Education, SIGCSE 1995},
Pages = {1-5},
Publisher = {ACM Press},
Editor = {Laxer, C and White, CM and Miller, JE and Gersting,
JL},
Year = {1995},
Month = {March},
ISBN = {9780897916936},
url = {http://dx.doi.org/10.1145/199688.199694},
Abstract = {We have developed an application-based approach to
introductory courses in computer science. This approach
follows an apprenticeship model of learning, where students
begin by reading, studying, and extending programs written
by experienced and expert programmers. Applications play a
central role since programming constructs are motivated and
introduced in the context of applications, not the other way
around as is the tradition in most texts and courses. Under
our applied approach, (1) students are able to learn from
interesting real-world examples, (2) the synthesis of
different programming constructs is supported using
incremental examples, and (3) good design is stressed via
code and concept reuse. In this paper, we provide several
examples of our method as well as pointers to all the
material we have developed which is freely available
electronically. The philosophy underlying this method
transcends a particular programming language, but we present
our examples using C++ since that is the language used in
the CS 1 and CS 2 courses at Duke. This method has been used
with equal success using ISETL at Dickinson.},
Doi = {10.1145/199688.199694},
Key = {fds329893}
}
@article{fds329273,
Author = {Astrachan, OL and Stickel, ME},
Title = {Caching and lemmaizing in model elimination theorem
provers},
Journal = {Lecture Notes in Computer Science (including subseries
Lecture Notes in Artificial Intelligence and Lecture Notes
in Bioinformatics)},
Volume = {607 LNAI},
Pages = {224-238},
Publisher = {SPRINGER},
Editor = {Kapur, D},
Year = {1992},
Month = {January},
ISBN = {9783540556022},
url = {http://dx.doi.org/10.1007/3-540-55602-8_168},
Abstract = {Theorem provers based on model elimination have exhibited
extremely high inference rates but have lacked a redundancy
control mechanism such as subsumption. In this paper we
report on work done to modify a model elimination theorem
prover using two techniques, caching and lemmaizing, that
have reduced by more than an order of magnitude the time
required to find proofs of several problems and that have
enabled the prover to prove theorems previously unobtainable
by top-down model elimination theorem provers.},
Doi = {10.1007/3-540-55602-8_168},
Key = {fds329273}
}
%% Books PUBLISHED
@misc{fds1176,
Author = {O.L. Astrachan},
Title = {A Computer Science Tapestry: Exploring Programming and
Computer Science with C++, Second Edition},
Publisher = {McGraw-Hill},
Year = {2000},
Key = {fds1176}
}
@misc{fds1177,
Author = {O.L. Astrachan},
Title = {A Computer Science Tapestry: Exploring Programming and
Computer Science with C++},
Publisher = {McGraw-Hill},
Year = {1997},
Key = {fds1177}
}
@misc{fds1178,
Author = {O.L. Astrachan},
Title = {The Large Integer Case Study in C++},
Publisher = {The College Board, Advanced Placement Program},
Year = {1997},
Key = {fds1178}
}
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