The fourth (and last NSF-funded) New Computing Faculty Workshops will be held August 5-10, 2018 in San Diego. The goal of the workshops is to help new computing faculty to be better and more efficient teachers. By learning a little about teaching, we will help new faculty (a) make their teaching more efficient and effective and (b) make their teaching more enjoyable. We want students to learn more and teachers to have fun teaching them.
Posts categorized under: Education
Information on educational initiatives.
CRA’s Education Committee (CRA-E) has recently selected its 2018 CRA-E Graduate Fellow – Robert (“Rob”) Bowden. Rob is a Ph.D. student in computer science at Harvard University. After earning his undergraduate degree at Harvard in 2013, he spent a year working as the course preceptor for Harvard’s CS50 course, and then returned to graduate school with Margo Seltzer as his adviser. Rob’s Ph.D. research includes work on file systems and code synthesis. His current work focuses on how to use the vast amount of CS50 solutions generated by students to not only detect errors in student programs but also propose ways to fix them. Rob’s goal is to advance automated program repair of buggy solutions to introductory programming assignments.
Last fall, the CRA Education Committee added a new resource to its website for “Teaching Computer Science: Capacity Building and Scaling.” Across the United States and Canada, universities and colleges are facing significant increases in undergraduate computer science (CS) enrollments. This surge has exceeded all previous CS program booms and there is a general sense that the current enrollment growth is substantially different than that of the mid-1980s and late 1990s. CRA’s Generation CS Study provides excellent insight into enrollment trends and their impact on computer science units, diversity, enrollment management strategies, and more.
CRA-E’s new “Undergraduate Research Highlights” series showcases outstanding research done by undergraduate students at universities and colleges across North America. Each article features the story of a successful undergraduate researcher and offers personal insights into their experiences with finding an advisor, undertaking new research projects, and discovering how research can impact their personal and professional futures.
In addition to honoring exceptionally successful students, these awards identify some of the departments that are particularly effective at cultivating and promoting undergraduate research. A total of 94 colleges and universities have nominated students during the last three years.
The Education Committee of the Computing Research Association (CRA-E) is proud to announce two recipients of the 2018 CRA-E Undergraduate Research Faculty Mentoring Award: Michael Ernst from the University of Washington in Seattle and Catherine Putonti from Loyola University in Chicago.
The CRA Education Committee is now accepting applications for the CRA-E Graduate Fellows Program. The program provides opportunities for Ph.D. candidates in computing fields to contribute to CRA-E projects, network with computer science education advocates on the committee, engage in advocacy for mentoring undergraduate students and promote undergraduate research and education at the national level.
The sessions will focus on how teaching faculty can strategize their involvement in departmental as well as research activities, different forms of scholarship and leadership activities to pursue, and best practices for success, promotion, and advancement.
This award program honors faculty members in computing who have made a significant impact on students they have mentored. The CRA-E Undergraduate Research Faculty Mentoring Award recognizes faculty members who have provided exceptional mentorship and undergraduate research experiences and, in parallel, guidance on admission and matriculation of these students to research-focused graduate programs in computing.
Engaging undergraduates in research can be an effective way to increase their confidence, perception of science, and sense of belonging. But at many large research universities, it can be difficult for undergraduate students—especially early undergraduates—to find research opportunities. Furthermore, even when they find opportunities, they might not have the background, training, or support to be successful. These issues are particularly acute for women and other underrepresented groups in computer science as they tend to have less pre-college computer science experience.