NSF CCLI ShowcaseSIGCSE 2008

NSF CCLI ShowcaseSIGCSE 2008Thursday, 10:00 a.m. 11:30 a.m.

Project MLExAI: An Innovative Model for Teaching Core AI ConceptsIngrid Russell, University of HartfordZdravko Markov, Central Connecticut State University

Cognitive Robotics with Tekkotsu: A Curriculum for Machines That See and Manipulate Their WorldDavid S. Touretzky, Carnegie Mellon UniversityEthan J. Tira-Thompson, Carnegie Mellon UniversityMarsha C. Lovett, Carnegie Mellon University

Supporting Service-Learning Projects in Software Engineering Project ClassesChang Liu, Ohio University

Project MLExAI: An Innovative Model for Teaching Core AI Concepts

Ingrid Russell, University of HartfordZdravko Markov, Central Connecticut State University

ObjectivesEnhance student learning experience by implementing a unifying theme of machine learning to tie together core AI topics.

Increase student interest and motivation to learn AI by providing a framework for the presentation of the major AI topics that emphasizes the strong connection between AI and computer science.

Highlight the bridge that machine learning provides between AI technology and modern software engineering.

Introduce students to an increasingly important research area, thus motivating them to pursue further study in this area.

Project GoalThe goal is to develop a framework for teaching core AI topics with a unifying theme of machine learning. A suite of 26 term-long projects are developed, each involving the design and implementation of a machine learning system that enhances a commonly-deployed application.

The applications span a large area including network security, recommender systems, game playing, intelligent agents, computational chemistry, robotics, conversational systems, cryptography, web document classification, vision, data integration in databases, bioinformatics, pattern recognition, and data mining.

NSF CCLI Showcase, March 1-5, 2006. Houston, TX

Cognitive Robotics with Tekkotsu:

A Curriculum for Machines That See and Manipulate Their World

NSF DUE-0717705

Educational robots are becoming more interesting: Substantial computing power on board (Pentium, Linux, C++) Webcam for color vision; Wireless ethernet; Arms with grippersSo CS robotics courses should be more ambitious: Provide appropriate high level tools: easy-to-use computer vision software, kinematics solvers, map builders, particle filters, etc. Teach students to use these to develop interesting robot behaviors.Carnegie Mellons Cognitive Robotics course: Software and lecture notes available at Tekkotsu.org. Several supported hardware platforms, with more to come.

David S. Touretzky, Ethan J. Tira-Thompson, Marsha C. Lovett: Carnegie Mellon

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Supporting Service-Learning Projects in Software Engineering Project Classes

Problem: It is a challenge to manage real-world projects, often based on substantial code base, in single-term courses. Solution: We developed and integrated a number of learning aids and teaching techniques, includingSimulated team project process exercise in 3-D online virtual worlds Simulated team software specification exercise in 3-D online virtual worlds Adoption of Wiki as a tool to facilitate team communication Shared code segments from previous assignments among students Preliminary Results: We have applied our approach in a Software Engineering project class at Ohio University several times. The learning aids were effective in motivating students and enhancing their learning. They facilitated successful adoption of service-learning projects in our single-quarter project classes.

Chang Liu, School of EECS, Ohio University

NSF CCLI ShowcaseSIGCSE 2008Friday 10:00 a.m. 11:30 a.m.

Integrating Privacy Ethics into the Undergraduate Database CurriculumFlorence Appel, Saint Xavier University

Personalized Exploratorium for Database CoursesPeter Brusilovsky, University of PittsburghVladimir Zadorozhny, University of PittsburghDanielle H. Lee, University of PittsburghSergey Sosnovsky, University of PittsburghMichael V. Yudelson, University of PittsburghXin Zhou, University of Pittsburgh

The Affinity Research Group Model: Creating and Maintaining Effective Research TeamsAnn Q. Gates, University of Texas at El PasoSteve Roach, University of Texas at El Paso

Problets: Practice Exercises for Computer Science IAmruth Kumar, Ramapo College of New Jersey

This is an EMD project to support the introduction of privacy content into the introductory database courseThe centerpiece is a set of privacy modules that can be introduced systematically throughout the design thread of the course, or used in a stand-alone contextEach module addresses privacy issues arising normally during a given phase of database designModules contain class discussion exercises, homework assignments, test questions, teaching tips & resources A full-service website is also under developmentThe goal is to sensitize students to database privacy issues & enable them to implement privacy safeguards

Integrating Ethics Into the Database Curriculum

Florence Appel * Saint Xavier University * DUE 0442637

Automatically evaluated exercises and interactive examples for database courseParameterized SQL problem generator and evaluator, SQL-KnoT (SQL Knowledge Tester) for increasing problem solving skillsAdaptive and personalized guidance to increase student engagement and success rateComprehensive database course system by the integration with automatic evaluation system of exercises, SQL-Tutor (University of Canterbury) and various contents from several universities

NSF DUE NSF- 0633494Primary PI: Peter Brusilovsky, Associate Professor, School of Information SciencesCo-PI: Vladimir Zadorozhny, Associate Professor, School of Information Scienceshttp://adapt2.sis.pitt.edu/cbum/

Key Components:Core IdeologyStudent ConnectednessDeliberate PracticesResults:Higher retentionDevelopment of professional, research, technical skillsHigher level of confidencePreparation for success in graduate studies and workforce

Ann Gates Steve Roach Elsa VillaThe University of Texas at El Paso Department of Computer Science

AFFINITY RESEARCH GROUP MODEL: Developing Students Beyond AcademeA comprehensive model comprised of fundamental principles and effective practices for involving undergraduates in research.NSF DUE-0443061

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The three core components are: the definition of a group's core ideology; active fostering of student connectedness; and application of deliberate management practices that reinforce skills development and promote establishment of cooperative teams. Through the ARG model, faculty mentors create and sustain a cooperative environment that explicitly develops skills to make students successful in research, academe, and the workforce.

Problets Provide Practice Exercises for Computer Science I

Unique features:Adapt to the learning needs of the studentMaximize learning while minimizing the time spentExplain the step-by-step execution of programsProven to help students learn on their own Usable for:Closed-lab exercises, after-class assignments, in-class testsAvailable for: Expressions (Arithmetic, Relational, Logical), if, if-else, while, for, C++ pointersC, C++, Java and C#Free to use; Easy to adopt, use, and track student progressUsed over 2600 times, adopted by 24+ teachers in 2007-08Details at www.problets.org Contact: amruth@ramapo.edu

NSF CCLI ShowcaseSIGCSE 2008Friday 2:30 p.m. 4:00 p.m.

Cooperative Learning Methods for Java-Based CS1 CoursesLeland L. Beck, San Diego State UniversityAlexander W. Chizhik, San Diego State University

Teaching by Collaborating: Toward a Pedagogy Adapted from the Open Source CultureJohn David N. Dionisio, Loyola Marymount UniversityRay Toal, Loyola Marymount University

Building and Using an EmulabW. David Laverell, Calvin CollegeTimothy H. Brom, University of Kentucky

Cooperative Learning Methods for Java-Based CS1 Courses

A comprehensive set of cooperative learning activities for CS1

Average final exam scores 25-30% higher for cooperative learning sections than for lecture sections

Will you join us in exploring these materials with your own students?

Well provide instructors notes, training, and consultation

Leland L. BeckAlexander W. Chizhik

Please join us here on Friday between 2:30 and 4:00 to see video showing this approach in action in the classroom!

San Diego State University

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Teaching by Collaborating:Toward a Pedagogy Adapted from the Open Source Culture

John David N. DionisioRay ToalDepartment of Electrical Engineering & Computer ScienceLoyola Marymount University, Los Angeles, California

Open Source Culture Set of ValuesSource code is available and long-livedAccountability implies communityResponsibilities accompany rights

Curriculum Arc

Instructional Techniques

Year One: Study, Testing, and Fixing of Pre-Existing CodePre-existing is key here: conventional teaching at this level usually involves writing toy programs from scratch.

Year Two: Coding and Testing Specific Functions from ScratchFrom the open source cultures value of community and accountability, unit tests serve as an unambiguous (and easily automated) mechanism for validating the correctness of submitted work.

Year Three: Term-Length, Focused ProjectsThe long life of code becomes apparent: software written at the junior level and beyond finds its way back to the freshmen, as pre-existing code that must be examined, fixed, and completed.

Year Four: Capstone ProjectsCapstone projects continue to live on beyond the graduations of their creators. Future students are exposed to this code and may contribute to it in their own courses.

Sample Code BazaarLive, organized, searchable, student-accessible sample code libraries introduce students to the creation of derived works from the sample code.

The Cyclic Life of CodeStudent work becomes a permanent part of a source code repository, available across courses and facilitating incremental improvement or additional functionality.

Test InfectionInstructors run student test suites against a variety of implementations to eliminate false positives, after which each student implementation is run against each set of tests.

Release Early, Often, & OpenCode-in-progress is visible and sharable to fellow students. Students who produce widely reused code must be duly acknowledged, just as widespread adoption can be viewed as a measure of success for an open source project.

NSF CCLI ShowcaseSIGCSE 2008Saturday 10:00 a.m. 11:30 a.m.

Cultural Challenges in Teaching Alice in HawaiiJudith L. Gersting, University of Hawaii at HiloKeith Edwards, University of Hawaii at Hilo

WeBWorK in Computer ScienceChristelle Scharff, Pace UniversityAndy Wildenberg, Cornell CollegeOlly Gotel, Pace UniversityRichard Kline, Pace University

Tablet PC's as Mind Tools for Enhancing Thinking and Learning SkillsCheryl Willis, University of Houston

Narrative Programming at Univ. of Hawaii at Hilo

Uses Alice to animate Hawaiian legendsChallenges Authentic imagesCultural sensitivity and respectWhat worksProvides positive introduction to computer scienceWhat doesntDoes not pave the way for success in CS-1

in CS

Collaborative Research: Adapting and Extending WeBWorK for Use in the Computer Science Curriculum

Project Web Page: http://www.csis.pace.edu/~scharff/webworkWeBWorK Server: http://atlantis.seidenberg.pace.edu/wiki/webwork2

Dr. Christelle Scharff, Dr. Olly Gotel, Dr. Richard Klinecscharff@pace.edu, ogotel@pace.edu, rkline@pace.edu Pace University, New York

Dr. Andrew WildenbergCornell College, Iowaawildenberg@cornellcollege.edu

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Cheryl L. Willis, Ph.D. University of Houston

Tablet PCs as MindTools to Enhance Learning Skills

CCLI Showcase