NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract Effective Classroom Presentations Using WriteOn Abstract In this paper, we discuss an advance in technology-aided instruction. Not limited as in the past to PowerPoint-based or white board-centered electronic ink applications, the new tool, WriteOn, allows the instructor to use electronic ink to annotate on top of any application visible on the tablet PC display screen. This tool can be useful in improving both the presentation of information as well as the interactivity in classroom instruction. Previous research in this area led to the development of tools that are PowerPoint®-based applications, or electronic ink-based alone applications. Some allowed the presenter to broadcast slides and electronic ink to class while others are simply a presentation tool. Previous applications do not allow the presenter to annotate contents displayed or executing on the screen, nor to simultaneously broadcast the desktop screen activity. Using WriteOn, the instructor can choose to broadcast the dynamic screen contents along with electronic ink in real-time. Alternatively, the WriteOn user can save the ink annotations and desktop activity as a movie file (or individual screen captures) and then later broadcast these files to the students. Students receiving the broadcast presentation may save the file on their local machine. WriteOn is also capable of recording audio captured on the presenter’s machine and synchronize it to the annotation ink strokes. Using WriteOn, the instructor can enhance the real time experience of any concept or program being taught through annotations on the screen. Introduction Effective lecturing is a daunting task for many instructors attempting deliver complex and voluminous amounts of information to students. Instructors use various techniques to make the lecture more interesting and yet communicate the important points of the subject matter. Some of these techniques involve the use of a classroom blackboard, a projector for static and animated display, multimedia, etc. But the presentation methods listed above either lack the ability to easily save lecture information or the ability to perform high quality and comprehensive note- taking. Note-taking is an important factor for an effective learning process because it helps the student to process information as they record it for later review. Re-examination of their personal notes is an important process for students to undertake in order for them to better understand the concepts presented in the classroom In many cases what is very important to the student is the process of developing a concept and this process is occasionally difficult to record in standard pen and paper note-taking paradigms. Computer-assisted teaching provides a viable solution for all of these problems. Computer-aided teaching (or Computer-assisted teaching) can be used to greatly enhance the teaching/learning process. Rune Kornefors and Lennart Lundberg explain the importance of computers for efficient teaching their paper1. Microsoft’s PowerPoint® is predominantly used by instructors for classroom presentations. PowerPoint® gives a structured approach to the lecture, but does not facilitate note-taking, nor does it allow an instructor to incorporate dynamic elements and demonstrations into the presentation. Word processors such as Notepad®, WordPad® or Word® can all be used for structured note-taking however, instructors and students often have difficulty in taking notes using these tools for this purpose since they do not use free

Tablet PCs and the electronic inking capabilities they afford facilitate better presentations by classroom teachers. With reduction in pricing and greater availability, these device are becoming more broadly used in classroom environments to help support classroom response systems and more natural note-taking. Using Tablet PCs and a nominal amount of effort, teachers have been able to increase and enrich the student-teacher and student-student interaction that takes place in a classroom. Educational research has shown that understanding and information retention increases when classroom sessions are interactive rather than more traditional passive lectures.

This session will provide information about the current status of Federal budget as it impacts NSF and the computing community. Representatives from both Education and Human Resources (EHR) and Computer and Information Science and Engineering (CISE) directorates will provide the most up-to-date information about available funding opportunities. It is anticipated that the session will include information about the below listed programs plus others. In addition, proposal and review processes as well as strategies for writing competitive proposals will be discussed.

is the leading provider of technical information in the field.

is the leading provider of technical information in the field.

is the leading provider of technical information in the field.

16 acm Inroads 2015 September • Vol.6 • No. 3 In the winter/spring of 2015, ACM conducted the third annual ACM-NDC Study (a survey of “Non-Doctoral-Granting Departments in Computing”), intended to be an annual complement to the Computing Research Association (CRA) Taulbee Survey of Ph.D.-granting departments in computing [5]. ACM-NDC is funded by ACM (with generous support in the past from Google), and continues to be conducted with support from the CRA, AIS [1], and ACM SIGITE [2]. The survey comprises recent degrees, enrollments, faculty demographics and faculty salaries and includes gender and ethnic diversity characteristics of the faculty and of the students in the computing programs. The NDC Steering Committee comprises the authors of this article. As an annual study, NDC helps fill in gaps in data on non-Taulbee programs to present a more complete view of the academic landscape in computing and expand pipeline information on programs that produce candidates for Ph.D. programs as well as the private and public labor markets. The timely reporting of the survey’s results provides the community with an early look at workforce-related facts and trends of importance to academic programs and those who rely on them. This article reports the results of the NDC survey, with comparisons and contrasts to data reported in the Taulbee Survey and, as appropriate, last year’s NDC survey results. ACM NDC Study:

Computing and information technology are among the fastest growing US industries, and participating in efforts to attract and retain a diverse workforce will provide a valuable contribution toward meeting future demands in these professions.

is the leading provider of technical information in the field.

Did you ever wonder why there are only 18% women studying computing in the US? Where else are there women in the classroom and do they continue equal representation in the workforce? From the work in the United States; the current studies begun in Brazil; and brief overview of other countries, why are certain places successful in certain levels but not at others? What are the lessons we can learn from our neighbors? This interactive session will provide a brief overview of the gender diversity situation including directions and potential best practices with ideas for strategies that can be used by conference attendees. It is hoped that the audience will provide information about their particular communities and ask provocative questions to the audience at large.

Catherine Lang Swinburne University of Technology Information and Communication Technologies Australia +61 3 9214 5884 clang@swin.edu.au Reyyan Ayfer Bilkent University Ankara, Turkey +90 312 290 5065 ayfer@bilkent.edu.tr Annemieke Craig Deakin University School of Information Systems Deakin University, Australia +61 3 5227 2152 acraig@deakin.edu.au Jane Chu Prey Microsoft Corporation Microsoft Research Redmond, WA +11392145884 jprey@microsoft.com

This interactive session will provide a brief overview of the gender diversity situation including directions and potential best practices. Did you ever wonder why there are only 18% women studying computing in the US but 50% in many Middle Eastern countries? Where else are there women in the classroom and do they continue equal representation in the workforce? From the work in the United States; the current studies begun in Brazil; and brief overview of other countries, why are certain places successful in certain levels but not at others? What are the lessons we can learn from our neighbors? It is hoped that the audience will provide information about their particular countries and ask provocative questions to the audience at large.

Computing education is facing fierce challenges today. Our undergraduate enrollments are below what is needed to supply the needs of the marketplace in trained computing professionals. The enrollment we have (at least in the United States, and in most of the Western world) is mostly male and lacks ethnic diversity. How do we face these challenges?In many other domain-specific education fields, the professional organizations of those domains lead the charge to address challenges. Organizations like the National Council of Teachers of Mathematics (NCTM) and American Society for Engineering Education (ASEE) serve to gather attention on challenges in their fields. These organizations work at improving K-12 education, at improving teacher professional development, and at supporting (and sometimes reforming) post-secondary education.With that model in mind, the Association for Computing Machinery (ACM) Education Board was funded by the National Science Foundation program in CISE Pathways to Revitalized Undergraduate Computing Education (CPATH) to organize a summit of professional organizations in computing. The summit was held June 25-26, 2009, in Washington, DC. The goals of the summit were:To develop a consensus view of the challenges facing Computing Education.To agree on a shared set of strategies for addressing these challenges.To establish plans for a coordinated effort for implementing these strategies.

A Tablet PC combines all the features of a regular laptop computer with a digitizing screen that interacts with a complementary electronic pen stylus. The ability to annotate on a lecture presentation using the pen stylus of the Tablet PC has attracted the attention of academics to use them as a potential tool for effective classroom instruction. Tablet PC based educational software like Classroom Presenter allows the instructor to supplement lecture material comprising of static text-based PowerPoint® slides by directly annotating on them. However, computer science and engineering classes often involve the use of non text-based lecture material like a simulation demo over which a lecturer would like to make annotations. In order to facilitate this, we present a Tablet PC-based educational tool called WriteOn1.0, the second core implementation of the WriteOn tool, developed at Virginia Tech. WriteOn allows the instructor to utilize electronic ink to annotate on top of any application window visible on the Tablet PC screen, including those that play active content like a movie or simulation, by activating its virtual transparency surface called the eVellum (electronic vellum).The ability of WriteOn to improve classroom presentation were pedagogically very useful as shown by initial classroom testing. However, in order to deploy WriteOn on large scale in classrooms as an active and effective teaching tool of choice, some aspects of the application like its operational CPU performance and the GUI called for improvement. WriteOn1.0 addresses the drawbacks of WriteOn with the introduction of features such as the dynamic eVellum, a picture-based GUI and an improvement to the operational CPU performance of the screen capture process. In this paper, we shall present how WriteOn1.0 can potentially aid in effective lecturing, especially for subject matter like programming and digital circuit design, both of which involve the use of dynamic presentation material.