Effective closed labs in early CS courses

Patitsas, Elizabeth; Wolfman, Steven A.

doi:10.1145/2157136.2157318

Cited by 4 publications

(2 citation statements)

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“…Throughout my CS teaching career I've emphasized applications and social context, and taken pride in sharing my teaching materials with others. I have published multiple papers sharing experiences and research on my teaching of introductory programming (CS1) [35,63], digital logic [62,[65][66][67], and algorithms & data structures [64,69].…”

Section: Elizabeth I Am Currently An Assistant Professor Atmentioning

confidence: 99%

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Materiality Matters in Computing Education: A Duoethnography of Two Digital Logic Educators

Mayhew

Patitsas

2021

LIMITS Workshop on Computing Within Limits

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Computer science needs to be sustainable, and CS educators have an important role to play in changing the discipline. Recent efforts have emerged to teach CS in ways that apply computing to mitigate climate change, but this alone is insufficient: we must also change what it means to do computing. We use duoethnography to interrogate our practices as CS educators to support the goal of integrating sustainability into CS. Despite being invested in these goals, we each realized that we had been nevertheless reinforcing the cultural norms that underpin the environmental and social damage caused by computing. We found five themes in the qualitative analysis of our reflections: (1) A lack of materiality in CS classes makes it difficult for computer scientists to scrutinize the environmental costs of hardware, (2) The discourse on "greenness" in computing neglects the role of embodied emissions, (3) The lack of context in CS education teaches students to perceive the status quo as "natural", (4) Those who have bought into the dominant ideology of CS can be resistant to innovating CS education, and (5) Materiality helps with teaching computing. We illustrate how changing CS to become more sustainable requires deeper thought than "add sustainability and stir" to the curriculum, and insights toward addressing the root ideology of CS education.

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Section: Elizabeth I Am Currently An Assistant Professor Atmentioning

confidence: 99%

“…The successes of these new labs that Elizabeth worked on translated into two experience reports documenting just how much of an improvement the new labs were [66,67]. And Eric also found that giving students a chance to play with circuits was also a big hit:…”

Section: Elizabethmentioning

confidence: 99%

Materiality Matters in Computing Education: A Duoethnography of Two Digital Logic Educators

Mayhew

Patitsas

2021

LIMITS Workshop on Computing Within Limits

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A case study of environmental factors influencing teaching assistant job satisfaction

Patitsas

2012

Proceedings of the Ninth Annual International Conference on International Computing Education Research

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Teaching assistants (TAs) play an integral role in teaching computer science undergraduates in North America. We report lessons in lab TA management, based on a case study which identified environmental factors affecting TAs' job satisfaction. These factors were identified through a series of semi-structured interviews about 23 lab sections taught at the University of British Columbia. We corroborated this with observational sampling of eight different TAs. Identified physical factors affecting job satisfaction include the layout and lighting of the lab rooms. Temporal factors include the intensity and length of the lab sessions. Having a positive social environment (in particular, support from team teaching and staff meetings) was also found to improve job satisfaction.

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