While parallel programming, particularly on graphics processing units (GPUs), and numerical optimization hold immense potential to tackle real-world computational challenges across disciplines, their inherent complexity and technical demands often act as daunting barriers to entry. This, unfortunately, limits accessibility and diversity within these crucial areas of computer science. To combat this challenge and ignite excitement among undergraduate learners, we developed an application-driven course, harnessing robotics as a lens to demystify the intricacies of these topics making them tangible and engaging. Our course's prerequisites are limited to the required undergraduate introductory core curriculum, opening doors for a wider range of students. Our course also features a large final-project component to connect theoretical learning to applied practice. In our first offering of the course we attracted 27 students without prior experience in these topics and found that an overwhelming majority of the students felt that they learned both technical and soft skills such that they felt prepared for future study in these fields.
Historically, computing instructors and researchers have developed a wide variety of tools to support teaching and educational research, including exam and code testing suites and data collection solutions. However, these tools often find limited adoption beyond their creators. As a result, it is common for many of the same functionalities to be re-implemented by different instructional groups within the Computing Education community. We hypothesise that this is due in part to discoverability, availability, and adaptability challenges. Further, instructors often face institutional barriers to deployment, which can include hesitance of institutions to rely on community developed solutions that often lack a centralised authority and may be community or individually maintained. To this end, our working group explored what solutions are currently available, what instructors needed, and the reasons behind the above-mentioned phenomenon. To do so, we reviewed existing literature and surveyed the community to identify the tools that have been developed by the community; the solutions that are currently available and in use by instructors; what features are needed moving forward for classroom and research use; what support for extensions is needed to support further Computing Education research; and what institutional challenges instructors and researchers are currently facing or have faced in using community software solutions. Finally, the working group identified factors that limited adoption of solutions. This work proposes ways to integrate and improve the availability, discoverability, and dissemination of existing community projects, as well as ways to manage and overcome institutional challenges.
Historically, computing instructors and researchers have developed a wide variety of tools to support teaching and educational research, including exam and code testing suites and data collection solutions. Many are then community or individually maintained. However, these tools often find limited adoption beyond their creators. As a result, it is common for many of the same functionalities to be re-implemented by different instructional groups within the CS Education community. We hypothesize that this is due in part to accessibility, discoverability, and adaptability challenges, among others. Further, instructors often face institutional barriers to deployment, which can include hesitance of institutions to utilize community developed solutions that often lack a centralized authority. This working group will explore what solutions are currently available, what instructors need, and reasons behind the above-mentioned phenomenon.