LTEC @ SIGCSE 2019
March 05, 2019 Michael McKelvey
This past weekend, our team presented at the Special Interest Group on Computer Science Education (SIGCSE) annual conference for 2019. We were treated to a true Minneapolis winter experience, replete with snow, freezing temperatures, and more snow. Fortunately, our motto is: “when life hands you atmospheric water vapor frozen into ice crystals…stay inside, make hot chocolate, and talk about computational thinking.“
Our project was pleased to debut our latest learning trajectory paper on Debugging, contribute a poster on Building Trust in CS Research-Practice Partnerships, participate in a panel on accessibility in K-12 CS Education, and speak on equity in implementation of CS in K-8 Classrooms. Plus, as a prelude to all of this, LTEC Co-PI Diana Franklin participated in the RESPECT 2019 (co-located with SIGCSE 2019) keynote panel, sharing her perspective on providing foundational research to bring CS/CT to a broader audience.
Below we will summarize our sessions and a Twitter timeline of the conference some of the notable Twitter moments that demonstrate the extent of the collaboration, encouragement, and collegiality which left us energized after this conference.
[RESPECT Conference] Plenary Session: CS for PreK-8: Theory and Practice Supporting Broadening ParticipationDiana Franklin
UChicago STEM Ed
Description of session: Diana joined this keynote panel to share her perspective on providing foundational research to bring CS/CT to a broader audience.
A K-8 Debugging Learning Trajectory Derived from Research LiteratureKatie Rich, Carla Strickland, Diana Franklin
UChicago STEM Ed
Description of session: Curriculum development is dependent on the following question: What are the learning goals for a specific topic, and what are reasonable ways to organize and order those goals? Learning trajectories (LTs) for computational thinking (CT) topics will help to guide emerging curriculum development efforts for computer science in elementary school. This study describes the development of an LT for Debugging. We conducted a rigorous analysis of scholarly research on K-8 computer science education to extract what concepts in debugging students should and are capable of learning. The concepts were organized into the LT presented within. In this paper, we describe the three dimensions of debugging that emerged during the creation of the trajectory: (1) strategies for finding and fixing errors, (2) types of errors, and (3) the role of errors in problem solving. In doing so, we go beyond identification of specific debugging strategies to further articulate knowledge that would help students understand when to use those techniques and why they are successful. Finally, we illustrate how the Debugging LT has guided our efforts to develop an integrated mathematics and CT curriculum for grades 3-5.
Poster #215: Building Trust in Computer Science Research-Practice Partnerships: A Theme StudyTodd Lash
University of Illinois at Urbana-Champaign
Description of session: Creating equitable, sustainable, and productive partnerships between computer science (CS) education researchers and practitioners is essential if we are to further improve CS educational outcomes, practice, and equity. Research-practice partnerships (RPPs) provide one promising approach for expanding how practice may inform research and research may inform practice. This early work, centered around a framework proposed by Henrick et al., and utilizing interview data from 11 participants, explores the ways in which six diverse RPP teams went about developing trusting and collaborative relationships as they worked together to solve local problems of practice. Barriers and challenges to collaboration and trust building, as well as mechanisms by which teams overcame those challenges, are discussed. The study revealed discrete team behaviors, norms, and structures that may contribute to building more collaborative, trusting, and sustainable RPP relationships. Limitations are presented and implications for current and future RPP teams, as well as possible future research directions, are addressed.
Session 8L: Panel: Making K-12 CS Education Accessibility a Norm, not an ExceptionMaya Israel, Todd Lash
University of Illinois at Urbana-Champaign
Description of session: Computer science (CS) education is rapidly expanding in the United States. That said, the CS education field is still grappling with coming to consensus about definitions of K-12 CS and how to reach all students. While the CS education community has made great efforts to expand opportunity for under served groups, students with disabilities have regularly been left out of the conversation. According to the National Center for Education Statistics, approximately 13% of all students enrolled in public schools in the US receive special education services and 95% of these students are taught either part or full time in the regular classroom . One aim of CSforALL is to increase equity in CS education and opportunities. Recent studies have examined the challenges faced by students with disabilities in K12 CS education. Including students with disabilities in CS classes not only increases their access to academic and career opportunities in CS, but it also gives them the opportunity to develop new ways of thinking and participating in the world that they would otherwise be potentially without. This panel addresses the inclusion of students with disabilities as part of the national all and seeks to augment the discussion initiated by the CSforALL Consortium and AccessCSforALL with the introduction of the Accessibility Pledge at the annual CSforALL Summit. This panel brings together four different experts, with a wide range of experience in regards to computer science education and students with disabilities, in an effort to expand both the national conversation and increase efforts related to including students with disabilities equitably in CS education.
In this panel we present a group of CS education community members who represent multiple approaches to accessibility and serving students with disabilities, as well as diverse implementations; peer-to-peer mentoring, initiatives focused on a single subpopulation of students with disabilities, curriculum and platform providers, and district and state-wide solutions. The panelists, and the organizations they represent have a diversity of experiences to share, including current high school students and parents of students with disabilities.Accessibility panel: information
An Analysis through an Equity Lens of the Implementation of Computer Science in K-8 Classrooms in a Large, Urban School DistrictDiana Franklin
UChicago STEM Ed
Description of session: Major metropolitan school districts around the United States are implementing computer science in elementary school classrooms as part of the CS for All (CS4All) initiative. Little is known, however, about the success of such a large-scale rollout, especially in terms of equity. In this study we analyze the performance of 4th grade classrooms completing three modules of an introductory computational thinking curriculum, looking at not only overall results but also the variance in performance between high-, mid-, and low-performing schools (as identified by their school report cards). We find that all classrooms are benefiting from the computational thinking (CT) curriculum, making great strides in providing equitable access to CT education. However, statistically-significant differences in performance are present, especially between the high- and low-performing schools, showing that there is still room for improvement in developing strategies and curricula for struggling learners.
Before SIGCSE 2019:
And Mark Guzdial retweeted Katie with praise for our Debugging paper:
Highly recommended paper. I bet that these aren't just K-8 learner needs, and that all CS learners need to progress along these trajectories. https://t.co/1ICkLZMbRb— Mark Guzdial (@guzdial) February 25, 2019
On February 27, Diana Franklin spoke as part of the keynote panel at the RESPECT 2019 conference (RESPECT co-located with SIGCSE this year)
Don't miss it! Tmrw morning @ 8:40am, our very own prof @dianamfranklin1 will be part of #RESPECT2019 (co-located with #SIGCSE2019) keynote panel to share her perspective on providing foundational research to bring CS/CT to a broader audience.https://t.co/iHyiircQie pic.twitter.com/HwYsFaQcUd— Everyday Computing (@everydaycs) February 27, 2019
It's the coldest city in the US that I've been to! ❄️🌫️ But I'm excited for #SIGCSE2019 😊 and presenting tomorrow on educators' perceptions of gender diversity in CS #MSUepet. pic.twitter.com/hyBIndS4th— Sukanya Moudgalya (@suk_moudgalya) March 1, 2019
Diana Franklin poses 3 important research questions. 1. What does the CS learning growth curve look like? 2. How do we support teachers? 3. How do we make CS engaging and relevant to the students? #RESPECT2019 #CSForAll— Anne Leftwich (@anneleftwich) February 27, 2019
At SIGCSE 2019
On Thursday, February 28, 2019, the team started arriving and finding each other…
Everyone started noticing that Minneapolis in February/March comes with certain… conditions
We looked up the next lines:— Everyday Computing (@everydaycs) February 27, 2019
"...Whether 'tis nobler in the mind to suffer
The chills and shivers of outrageous weather,
Or to stay indoors amongst a sea of snowdrifts
And by bundling stay warm..."
Seems the bard anticipated #SIGCSE2019 in #Minneapolis!
On Friday, March 1, 2019, the conference began in earnest!
We had to give props to teachers already doing the work of integrating math & CS in elementary classrooms:
Want check out what is being done right now with integrating math and CS at the elementary school level? Check out our @everydaycs project! Want to talk with practicing classroom teachers doing it right now? @WendyMaa and @MattNilles are both here at #SIGCSE2019 pic.twitter.com/fpr2xuN4Zk— Todd Lash (@Todd_Lash) March 1, 2019
Maya Israel and our learning trajectories both got shoutouts in Mark Guzdial’s keynote speech!
Shout out to @misrael09 from @guzdial: one of the only people in the world researching how to teach computer science to students with learning disabilities. #SIGCSE2019 #CSforALL pic.twitter.com/ya0VxIaZtm— Diane Levitt (@diane_levitt) March 1, 2019
@guzdial details learning programming. This isn’t just K8 for programming (@KatietheCurious et al). This is learning in all CS. Most Scratch projects are stories (@katyaskit & Fields). #SIGCSE2019 pic.twitter.com/dRIorNWPkt— Anne Leftwich (@anneleftwich) March 1, 2019
Our first presentation was a hit! Everyone wanted to learn about our Debugging learning trajectory research and new paper:
Worried about #FOMO? Then don't skip @KatietheCurious @CisforCarla & @dianamfranklin1 tmrw @ 2:10pm. They'll unveil our Debugging learning trajectory, previewed on Katie's blog:https://t.co/rWnEpmOFO6#SIGCSE2019 #EverydayComputing #CSforAll @SIGCSE_TShttps://t.co/5EPb0V0FQZ pic.twitter.com/rGVA7dXEKg— Everyday Computing (@everydaycs) March 1, 2019
This was a lovely presentation by @KatietheCurious and @CisforCarla on debugging learning trajectories for K-8. #Debugging #SIGCSE2019 #MSUepet. Check out the trajectory picture slide! 😄 pic.twitter.com/1b9aYryQFo— Sukanya Moudgalya (@suk_moudgalya) March 1, 2019
Representing #LTEC. What are the big ideas that should be taught across K-5 CS education? Use of the lit to construct learning trajectories @everydaycs @CisforCarla @KatietheCurious @dianamfranklin1 pic.twitter.com/OkDMJzUa7s— Maya Israel (@misrael09) March 1, 2019
Todd, ever the joker…
I had a wonderful time representing @everydaycs with @CisforCarla and @dianamfranklin1! Thanks also to our supporters in the audience, @suk_moudgalya, @misrael09, and @PurdueCSPhil. #SIGCSE2019 #MSUepet https://t.co/JJUZGVe98u— Katie Rich (@KatietheCurious) March 1, 2019
K-8 debugging learning trajectory- using discussion questions for debugging and some strategies to fix errors. Check https://t.co/KSlWJvZTsF #uchicagostemed #CSforAll #Scratch #SIGCSE2019 pic.twitter.com/kPLUrM7VNu— Janet Yin-Chan Liao (@janetliao33) March 1, 2019
Next, Todd Lash represented us with his poster on Building Trust in CS Research-Practice Partnerships
Tmrw 3-5pm, @Todd_Lash will create a unique handshake for each person who stops by his poster w/the fine folks from @CSforALL on Building Trust in CS Research-Practice Partnerships!#SIGCSE2019 #EverydayComputing #CSforAll @SIGCSE_TS @StephWortel @lsudolhttps://t.co/qv6EaY6fjA pic.twitter.com/tyeokIt8tM— Everyday Computing (@everydaycs) March 1, 2019
Saturday, March 2, 2019: we started off day 2 of SIGCSE 2019 with Maya & Todd taking part in a panel on accessibility in K-12 CS Education:
Starting the morning off strong tomorrow at 11:15am with @misrael09 & @Todd_Lash on a panel discussing #a11y as a norm rather than exception in K-12 CS Education!#SIGCSE2019 #EverydayComputing #CSforAll @SIGCSE_TS— Everyday Computing (@everydaycs) March 1, 2019
Panel deets:https://t.co/gP6rXLt9FZ pic.twitter.com/MRCEgFnY5R
At #SIGCSE2019? Don't miss Panel: Making K-12 CS Education Accessibility a Norm. not an Exception Sat 11:15-12:30 w/ @Bootstrapworld @misrael09 @Todd_Lash @elk1181 @deafkidscode @codeVirginia cc: @DanielaMarghitu @reladner @AndreasStefik @AccessCompUW pic.twitter.com/hLAZu3TjaQ— CSforALL (@CSforALL) February 28, 2019
What are the strategies that we can explicitly teach kids that are pulled from other disciplines that can help students with disabilities succeed? There is no magic bullet-we need to flexible with explicit strategies. - @Todd_Lash #SIGCSE2019 #CSforALL pic.twitter.com/yLFhyLasJl— Diane Levitt (@diane_levitt) March 2, 2019
Would you like to know more about how to join the #CSforALL drive for accessible #CSEd ? https://t.co/8wlZSWo9TU— CSforALL (@CSforALL) March 2, 2019
We’re so grateful to our #AccessibilityPledge panel today: @Todd_Lash @superCompSci @elk1181 @Bootstrapworld @deafkidscode @misrael09 #a11y #SIGCSE2019
Challenge to #SIGCSE2019 : @Todd_Lash @misrael09 ask how do we unintentionally create situations that communicate to students that they are not enough, not worthy, and not smart? What is it about our *tools* and *methods* that is disabling?#AccessibilityPledge #a11y #SIGCSE2019 pic.twitter.com/g3Nx8yIa3i— CSforALL (@CSforALL) March 2, 2019
First step for access: Are the kids with disabilities even in the room during CS Ed class, or pulled out for IEP-related activities? CS in NOT missable! We need to be sure students are in class for CS. @Todd_Lash #SIGCSE2019 #CSforALL pic.twitter.com/u4Xe5gp3cQ— Diane Levitt (@diane_levitt) March 2, 2019
Followed by Diana Franklin and other UChicago STEM Ed colleagues’ presentation on equity in implementation of CS in K-8
@dianamfranklin1 has been a busy bee this week! Catch up with her tmrw at 11:40am for her 3rd presentation in 4 days. talking equity in implementation of CS in K-8 w/several other @UChicago folks#SIGCSE2019 #EverydayComputing #CSforAll @SIGCSE_TShttps://t.co/ieh3zMicqq pic.twitter.com/G9nIQt07Nh— Everyday Computing (@everydaycs) March 1, 2019
Throughout the conference we were challenged with deep thoughts and reflections
Genius metaphor: @CisforCarla says, even little kids know that to make two sides of a lopsided scale even, you have to move weight from one side to the other. We won’t achieve equity in computing w/out moving things from one side to the other. #SIGCSE2019 #CSforALL pic.twitter.com/c5KkwhUTZZ— Diane Levitt (@diane_levitt) February 28, 2019
The conference was not without some controversy, which spurred the community to action:
We engaged in some good discussions
Thank you for the kind words! We're so glad to get feedback and hear thoughts from others thinking deeply about these topics; these discussions are helpful & necessary!— Everyday Computing (@everydaycs) March 2, 2019
Met new friends (and possible future colleagues…?)
Connected with people using our research in practice
Alberta's draft K-4 curriculum includes Computational Thinking in both Math (p. 13, https://t.co/gyvBPk1k61) and Science (p. 9, https://t.co/oOQx8LnVfn), greatly influenced by the work of @KatietheCurious, @CisforCarla, and @misrael09. Meeting them was my highlight of #SIGCSE2019— Cam Macdonell (@cjmacdonell) March 4, 2019
Thanks so much, Cam! Meeting you was a highlight for us, too. We're so gratified that our @everydaycs work has been useful to you and can't wait to hear more about your curriculum as it develops.— Katie Rich (@KatietheCurious) March 4, 2019
Agreed! Hearing about what you all have built incorporating our work was so exciting! I just had to take a couple pics documenting one of my favorite conversations: pic.twitter.com/XJ6fUGHrTw— 🇹🇹 TropiCarla *same energy* Strickland (@CisforCarla) March 4, 2019
Super cool this work is being used already!— Todd Lash (@Todd_Lash) March 5, 2019
And of course, we had a little fun!
If you are looking for more good SIGCSE 2019 summaries, we highly recommend the following blog posts:
- Andy J. Ko’s SIGCSE 2019 trip report
- Mark Guzdial’s crowdsourced blog post about his SIGCSE Keynote
- My Experience at SIGCSE 2019 as a High Schooler
If you would like to keep up with us, our next big event will be UDL-IRN 2019 Summit, where Maya Israel will be presenting later this month. Make sure to look out for her and say “hi” if you see her there!