Week

Date

Topic

Readings

1

9/29

Intros & Planning

2

10/06

Feedback in Intro Programming

Juho Leinonen, Paul Denny, and Jacqueline Whalley. 2022. A Comparison of Immediate and Scheduled Feedback in Introductory Programming Projects. In (SIGCSE 2022). 885–891. https://doi.org/10.1145/3478431.3499372

3

10/13

Imposter Syndrome in CS

Angela Zavaleta Bernuy, Anna Ly, Brian Harrington, Michael Liut, Andrew Petersen, Sadia Sharmin, and Lisa Zhang. 2022. Additional Evidence for the Prevalence of the Impostor Phenomenon in Computing. In (SIGCSE 2022).  654–660. https://doi.org/10.1145/3478431.3499282 

4

10/20

Online Assessment & Cheating

Connor McMahon, Bojin Yao, Justin Yokota, and Dan Garcia. 2022. Lessons Learned from Asynchronous Online Assessment Formats in CS0 and CS3. In (SIGCSE 2022). 640–646. https://doi.org/10.1145/3478431.3499386

5

10/27

Narratives & Cheating

6

11/03

Big Book of Computing Pedagogy

Hello World Big Book of Pedagogy from the Raspberry Pi Foundation

7

11/10

Learning Theory

Excerpts from How People Learn 

8

11/17

Metacognition I

James Prather, Raymond Pettit, Brett A. Becker, Paul Denny, Dastyni Loksa, Alani Peters, Zachary Albrecht, and Krista Masci. 2019. First Things First: Providing Metacognitive Scaffolding for Interpreting Problem Prompts. In (SIGCSE '19), 531–537. https://doi.org/10.1145/3287324.3287374 

9

11/24

NO CLASS - THANKSGIVING

10

12/01

Metacognition II

Kai Arakawa, Qiang Hao, Tyler Greer, Lu Ding, Christopher D. Hundhausen, and Abigayle Peterson. 2021. In Situ Identification of Student Self-Regulated Learning Struggles in Programming Assignments. In (SIGCSE '21), 467–473. https://doi.org/10.1145/3408877.3432357 

11

12/08

Implications of AI Code Authoring Tools on Intro Programming

James Finnie-Ansley, Paul Denny, Brett A. Becker, Andrew Luxton-Reilly, and James Prather. 2022. The Robots Are Coming: Exploring the Implications of OpenAI Codex on Introductory Programming. In Australasian Computing Education Conference (ACE '22).10–19. https://doi.org/10.1145/3511861.3511863