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ACM Inroads

Mon, 05/15/2017 - 20:00

Editors' message

Mon, 05/15/2017 - 20:00
Mark Bailey, Laurie Smith King

News from the SIGs

Mon, 05/15/2017 - 20:00
Ellen Walker, Amber Settle, Steve Zilora

In this issue of News from the SIGs, we bring news from SIGCSE and SIGITE. Our SIGCSE reporter, Amber Settle, looks at SIGCSE's global reach. Our SIGITE reporter, Steve Zilora, ruminates on the effect that immersive technology is having on our lives, particularly our interactions with others.


Mon, 05/15/2017 - 20:00
Hala Alrumaih, Elizabeth Hawthorne, John Impagliazzo, Yan Timanovsky

MATH COUNTS: Mathematics as hammer

Mon, 05/15/2017 - 20:00
John P. Dougherty

UPSILON PI EPSILON: Upsilon Pi Epsilon's half century

Mon, 05/15/2017 - 20:00
Jeffrey L. Popyack, Orlando S. Madrigal


Mon, 05/15/2017 - 20:00
Lauri Malmi

NSF PROGRAM OFFICER'S VIEWS: NSF program officer as mentor

Mon, 05/15/2017 - 20:00
Stephanie E. August

EngageCSEdu: Making interdisciplinary connections to engage students

Mon, 05/15/2017 - 20:00
Elizabeth S. Boese, Mark D. LeBlanc, Beth A. Quinn


Mon, 05/15/2017 - 20:00
Gillian M. Bain, Graham Wilson

Generation CS: the growth of computer science

Mon, 05/15/2017 - 20:00
Tracy Camp, W. Richards Adrion, Betsy Bizot, Susan Davidson, Mary Hall, Susanne Hambrusch, Ellen Walker, Stuart Zweben

Across North America, universities and colleges are facing a significant increase in enrollment in both undergraduate computer science (CS) courses and programs. The current enrollment surge has exceeded previous CS booms, and there is a general sense that the current growth in enrollment is substantially different from that of the mid-1980s and late 1990s. For example, since the late 1990s, the U.S. Bureau of Labor data shows that the number of jobs where computing skills are needed is on an upward slope [1], illustrating the increased reliance our society has on computing. We also know that more disciplines are becoming increasingly reliant on large amounts of data, and that handling this data effectively depends on having good computational skills.

Functional programming as a discrete mathematics topic

Mon, 05/15/2017 - 20:00
Thomas VanDrunen

How to integrate mathematical thinking more fully into the computer science curriculum is a perennial problem for CS educators. A key part of that integration is designing the discrete math course so that its relevance to programming and software development is evident. A discrete math course that also introduces programming in the functional style provides an ideal context for this integration, as well as having additional curricular benefits. We report on our experience teaching a course on discrete mathematics and functional programming, give the outline for such a course, and survey the available resources.

Haiku contest winners

Mon, 05/15/2017 - 20:00

Making Noise: Using Sound-Art to Explore Technological Fluency

Tue, 03/07/2017 - 19:00
Erik Brunvand, Nina McCurdy

We describe our experience designing and delivering a general education technological fluency course that frames the discussion of computer science and engineering technology (electronics and programming) in the context of sound-art: art that uses sound as its medium. This course is aimed at undergraduate students from a wide variety of backgrounds and is designed to fit into the ``Intellectual Explorations'' area of a general undergraduate program. The goal is to introduce computer engineering and computational principles to non-CS students through an exploration of sound-art, experimental and electronic music, noise-making circuits, hardware hacking, and circuit bending.

Computing with CORGIS: Diverse, Real-world Datasets for Introductory Computing

Tue, 03/07/2017 - 19:00
Austin Cory Bart, Ryan Whitcomb, Dennis Kafura, Clifford A. Shaffer, Eli Tilevich

To successfully bring introductory computing to non-CS majors, one needs to create a curriculum that will appeal to students from diverse disciplines. Several educational theories emphasize the need for introductory contexts that align with students' long-term goals and are perceived as useful. Data Science, using algorithms to manipulate real-world data and interpreting the results, has emerged as a field with cross-disciplinary value, and has strong potential as an appealing context for introductory computing courses. However, it is not easy to find, clean, and integrate datasets that will satisfy a broad variety of learners. The CORGIS project (https://think.cs.vt.edu/corgis) enables instructors to easily incorporate data science into their classroom.