1 Gordon Davies, Moderator, The Open University, Walton Hall, Milton Keynes, UK g.davies@open.ac.uk 2 C. Fay Cover, Sun Microsystems, Denver, CO. fay.cover@SUN.COM 3 Wendy Lawrence-Fowler, University of Texas-Pan American, Center for Distance Learning, Edinburg, TX, wfowler@panam.edu 4 Mark Guzdial, College of Computing, Georgia Tech, Atlanta, GA, guzdial@cc.gatech.edu Abstract  The discussion last year at the annual convention of the American Federation of Teachers and the subsequent resolution that was passed highlights the concern felt by many about the quality of distance education programs. There are many who feel that the quality of the teaching, the support that students receive and the information provided to students is not as good in a distance education environment as in a conventional face-to-face situation.The panelists come from varying backgrounds, coming from a variety of academic institutions and industry. The panelists will explain how quality is assured at their institutions and claim that students who do learn at a distance receive as good an education as those in the faceto-face environment. Evidence to justify the claim will be produced. Factors such as the cost of the provision and the scalability of the operation are factors that will also be discussed.

Quality in Distance Education.

At the Rochester Institute of Technology, the undergraduate introductory software engineering course has been redesigned from a lecture-lab format to a project-centric studio format. The new format blends the lecture material with the project work. As a result, students drive their own learning experience based on scaffolding created by the course design. The challenges faced and the techniques and strategies utilized in the planning and delivery of the course will be discussed, including the utilization of online learning support infrastructure. This paper presents instructor experiences, analysis of student feedback, lessons learned and recommendations for other educators considering an active learning approach for their courses.

An Introductory software engineering course that facilitates active learning

In this paper aspects of the term cross-cultural are discussed. It is common that this concept is used in a non-reflexive way in technological and cultural focused literature. Somehow it seems to b ...

What is cross-cultural?

This paper describes an empirical study that investigates the knowledge that Computer Science students have about the extent of their own previous learning. The study compares self-generated estimates of performance with actual performance on a data structures quiz taken by undergraduate students in courses requiring data structures as a pre-requisite. The study is contextualized and grounded within a research paradigm in Psychology called calibration of knowledge that suggests that self-knowledge across a range of disciplines is highly unreliable. Such self-knowledge is important because of its role in meta-cognition, particularly in cognitive self-regulation and monitoring. It is also important because of the credence that faculty give to student self-reports. Our results indicate that Computer Science student self-estimates correlate moderately with their performance on a quiz, more so for estimates provided after they have taken the quiz than before. The pedagogical implications are that students should be provided with regular opportunities for empirical validation of their knowledge as well as being taught the metacognitive skills of regular self-testing in order to overcome validation bias.

Do computer science students know what they know

A s a minority in the upper levels o f the computing profession, women are sometimes mistreated through ignorance or malice. Some women have learned to respond with wit and panache. When Janet Wixson, an executive director o f academic computing, was first hired, her boss called a meeting to discuss problems at the computing center. All others attending were males with positions at the dean level. The discussion was quite heated, with adamant remarks about the problems in computing on campus. As the meeting wore on, one of the attendees pounded on the table and invoked the names of the previous male directors of the center, ending with the comment, "No offense meant, Janet, but we need a man in this job." Her response? " I ' m willing to do almost anything to fix the problems in the computer center, but a sex change operation is out o f the question." Her remark both broke the tension and succinctly made her point. The same Ms. Wixson received a mail advertisement for disk drives, accompanied by a box of Havana cigars. Clearly, the company assumed its mailing list o f CIOs contained only men. Rather than just get angry, she wrote to the company 's VP of marketing, advising him that a competitor was trying to undermine his organization by sending cigars to female decision makers in his company 's name. Two days later, she received a Federal Express delivery: a bottle o f perfume with a letter o f apology. (This was back in the days when cigars and perfume were considered appropriate gifts.) When Professor Linda Ott began teaching at Michigan Tech 20 years ago in the same department as her husband, students frequently referred to her as "Mrs. Ott," despite her also having a PhD. One day with the department head sitting in on her class, she was called "Mrs. Ott" once too often. She asked the offending student, "What do you call Karl?" He replied "Dr. Ott." She told him she 'd appreciate his using the same title for her, since she had the same Ph.D. degree. The unrepentant student retorted, "And what does Karl think of your feeling that way?" Her reply was retold around the campus. "It doesn' t matter what he thinks. It was a helluva lot harder to get a Ph.D. than it was to get married." She was not addressed as "Mrs. Ott" for quite some time. When Malty Hiller was a MIT graduate student in computer science, a memorable industry recruiting poster appeared on campus. It showed two men in shirts and ties who had dropped a printout all over the floor as they ogled a woman in a miniskirt. The caption was, "We think about more than just work here at Rockwell International." Outraged women began tearing the posters off the walls, until in a stroke of brilliance, they decided to make photocopies and plaster them all over campus. The recruiters finally figured something was wrong and tried desperately to get rid of the posters. A number of women went to the company's campus recruiting talk to disrupt it but found they were the only ones attending! Several spoof posters also appeared. One had two women in business garb poring over a printout, ignoring a scantily clad beach boy walking by. The caption was, "We think about more than just sex here at Rockwell International." There's another class of stories in which the offending behavior is so ridiculous one doesn' t know whether to laugh or cry. A woman interviewed professors in charge of firstyear computer science courses, trying to assess the environment for women. One professor was certain there were no problems for women in his department, and his every response reinforced that conviction. But the interviewer had trouble being polite while recording his replies, because every time she looked up at the professor, she found it impossible to ignore a huge computer printout o f a naked woman covering the door immediately behind him. He was framed by this printout of a silent naked woman during the entire interview, while he was denying any sex bias in his department. A frequent indignity to which women in computing and other traditionally male fields are exposed is being addressed as "Mr." A few incidents are classics. A female computer scientist once received such a mis-addressed letter. The body of the letter was: " I attended your presentation at the IEEE Conference on Computer Workstations. Please send me copies of your related technical reports." Either he didn't really attend her presentation, or he just didn't notice that she was not a "Mr." When I received an award from MIT 's Department of Electrical Engineering and Computer Science for my writings on women and computer science, the congratulatory letter was addressed to "Mr. Ellen Spertus." And even during

Gender benders

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].

/pdf/a-complete-bibliography-of-publications-in-sigcse-bulletin-1aolnsl5m4.pdf

Nelson H. F. Beebe

Papers

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