2012 [AS13b, Wal12a]. 2013 [Alv13, Bar13, Cam13, Car13, CCS13, Cut13, Edi14, Swe13]. 2014 [CDS13, DN14, ND14, Rod14, Tym14a]. 2015 [DeL14a, DeL14b, She15b]. 2016 [AT16a, CCV16, CCV17, MR15, SDCT16a, SDCT16c, She16a]. 2017 [DG17, EC17, Fit18b, MJ18, TCSM17, TCM17]. 2018 [BG18b, DD17, Dec19b, Gol18, JI18, MKMP18, MMK18, PQH17, She18]. 2019 [Cut19, FI19, HPQ19, MP19a, MPRM19, MP19b, MS19, Rod18, She19a]. 2020 [DH19].

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A Complete Bibliography of Publications in SIGCSE Bulletin: 2000{2009

universities. But, it is not enough to offer computing summer camps and hope that students like them. The camps should be effective by some measure, such as broadening participation by underrepresented groups and/or increasing learning. Summer camps should also be financially sustainable, so that institutions can continue to offer them regularly. The summer camps at Georgia Tech have become effective and financially sustainable. This paper presents the rationale for our camps, the evaluation results that demonstrate positive attitude changes and increases in learning, and the business model that makes them financially sustainable. It also reports on the evaluation results from seven other colleges and universities in Georgia that offered computing summer camps during the summer of 2011 with assistance from Georgia Tech.

Effective and sustainable computing summer camps

While coding competitions and hackathons have steadily increased in number, few women participate. Because these public events present viable opportunities to broaden participation in computing, we designed the theme to focus on "Wear & Care" and collaborative arrangements in a hardware hackathon, called StitchFest, in which 33 undergraduate and graduate students used the LilyPad Arduino to design wearables. Our analysis focused on the interviews conducted with eight female and seven male college participants to understand how targeted recruitment, thematic framing, space arrangements, kinds of materials and material distribution impacted participation and perception. We discuss what we learned about setting a thematic focus and fostering collaborative learning in coding competitions for broadening participation in computing.

StitchFest: Diversifying a College Hackathon to Broaden Participation and Perceptions in Computing

We discuss a study conducted during a summer program for middle school girls that emphasized possible future careers that rely on computer technology. During the weeklong camp middle school girls created an original computer project, visited campus computer labs and listened to invited speakers - all with computer technology as the central theme. This paper discusses the program, girls' reactions to their experiences, and the projects they created during the summer camp.

Exploring careers while learning Alice 3D: a summer camp for middle school girls

Three decades ago high school computing was highly consistent with academic and professional world. This consistency was destroyed when school curricula began to emphasize information and communication technology skills at the expense of computer science. Recently many countries began to think how to re-establish informatics education in schools and how to attract pupils to choose optional modules related to computer science. Although informatics is not taught as a discipline in many countries, pupils are invited to participate in different contests on informatics organized all over the world. When pupils get interested in programming contests, they are looking for training and gain some informatics education. Contests are exceptionally valuable for motivating and involving pupils in computer science. The current paper discusses the contests and olympiads in informatics arranged internationally and continuously. The main attention is paid to the model of International Olympiad in Informatics and International Contest on Informatics and Computer Fluency (named Bebras in Lithuanian, or Beaver in English).

Sustaining Informatics Education by Contests

Adaptive Explicitly Parallel Instruction Computing (AEPIC) is a stylized form of a reconfigurable system-on-a-chip that is designed to enable compiler control of reconfigurable resources. In this paper, and for the first time, we validate the viability of automating two key optimizations proposed in the AEPIC compilation framework: configuration allocation and configuration scheduling.The AEPIC architecture is comprised of an Explicitly Parallel Instruction Computing (EPIC) core coupled with an adaptive fabric and architectural features to support dynamic management of the fabric. We show that this approach to compiler-centric hardware customization, originally proposed by Palem, Talla, Devaney and Wong ([26],[27]), yields speedups with factors from 150% to over 600% for embedded applications, when compared with general purpose and digital signal processor solutions. We also provide a normalized cost analysis for our performance gains, where the normalization is based on the area of silicon required. In addition, we provide an analysis of the AEPIC architectural space, where we identify the "sweet-spot" of performance on the AEPIC architecture by examining the performance across benchmarks and computational resource configurations. Finally, we have a preliminary result for how our compiler-based approach impacts productivity metrics in the development of hardware/software partitioned custom solutions. Our implementation and validation platform is based on the well-known TRIMARAN optimizing compiler infrastructure [13].

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Compiler optimization of embedded applications for an adaptive SoC architecture

We can begin engaging new talented students Computer Science students with Gaming as the introduction. Students are already excited and curious about games. Research studies suggests students form opinions about whether they enjoy science or non-science subjects as early as middle school. Furthermore, a student entering high school makes course selections based on their interests of preparing for college or not. The college prep course sequences are the best sequences to prepare students for college science majors including Computer Science. Therefore, it is important for the Gaming and Computing industries to focus our attention and resources on developing young talent at the middle school and early high-school years. The Computer Science Department at Spelman College has implemented one approach to address this need. We have implemented summer camp with follow-up workshops during the subsequent school year. Our summer camps are called CARE Summer Computer Camps and are funded by participant fees subsidized by an NSF [7] Broadening Participation in Computing (BPC) grant. One of the major components of the CARE Camps is to introduce students to computer programming by building interactive virtual worlds. Constructing interactive virtual worlds is a necessary component to building games. Students are introduced to the design and implementation aspects of game development through virtual world development. In this paper we present our CARE curriculum and the results of our evaluations. We demonstrate that students are more excited about Computing and Gaming after their camp experience and are interested in pursuing further studies in Gaming and Computing.

http://www.smartacademyonline.org/smart/About_Us_files/hardnett-30-2008.pdf

Gaming for middle school students: building virtual worlds

Generating interest in specialized areas of Computer Science (CS) is one of the goals of the department of Computer and Information Science at Spelman College as with most departments. Achieving this goal in a new, exciting, and innovative manner provided the inspiration to establish the Spelman College Computer Science Olympiad (SC CS Olympiad). The SC CS Olympiad is patterned after the Olympics athletic event. Students participate in the Olympiad as a part of a team as with the Olympics. In addition, there are several events for competition as there are in the Olympics. The events are designed to expose students to the interesting breadth of CS over several days. In this paper, the events are in the following categories: Cryptography, Robotics, Website Design, Hardware and Software Integration, and Programming. Teams use their CS knowledge and problem-solving skills to complete hands-on exercises in each area. Each teams receives points based on the quality of their results from the exercise. In this paper, we present the implementation, results, and future directions of the Spelman College Computer Science Olympiad.

Computer science olympiad: exploring computer science through competition

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Cache Sensitive Instruction Scheduling

We discuss strategically employing game creation throughout the Science, Technology, Engineering and Mathematics (STEM) pipeline to improve the creativity, problem solving skill and ethical behavior of American collegiate graduates. Examples from K-12 through baccalaureate studies are presented to substantiate our argument that games should be further embraced as a means to produce needed computer scientists and engineers. We sketch a framework integrating all STEM pipeline phases that may be used as the context for dialog among academic and industry stakeholders. We mention middle and high school programs, collegiate software development contests and innovative product competitions in relation to STEM pipeline phases. We conclude by proposing a national tracking system for evaluating STEM pipeline effectiveness and student outcomes.

Charles R. Hardnett

Papers

Compiler optimization of embedded applications for an adaptive SoC architecture

Gaming for middle school students: building virtual worlds

Computer science olympiad: exploring computer science through competition

Cache Sensitive Instruction Scheduling

A game framework to enhance the STEM pipeline