A Concept Inventory (CI) is an assessment to measure student conceptual understanding of a particular topic. This article presents the results of a CI for basic data structures (BDSI) that has been previously shown to have strong evidence for validity. The goal of this work is to help researchers or instructors who administer the BDSI in their own courses to better understand their results. In support of this goal, we discuss our findings for each question of the CI using data gathered from 1,963 students across seven institutions.

Computer Science now has a number of validated instruments available for measuring student knowledge or interest in computing including the Second CS1 Assessment (SCS1), The Basic Data Structures Inventory (BDSI), the Computing Attitudes Survey (CAS), and the Digital Logic CI. These instruments can be used by instructors to assess their students and/or their own teaching. They can also be used by researchers to measure students' learning or attitudes. The goal of this BOF is to help instructors and researchers gain a better understanding of how to use these instruments, whether that be to get started in education research, to compare student learning across terms/curricular revisions, or just to learn more about student misconceptions. We will begin by discussing the available instruments, their purpose, and how to obtain them. Then we will open the discussion to the group on what they would like to measure, how these instruments might work for them, and how to best employ them with their students.

Concept inventories (CIs) allow researchers and practitioners to measure student conceptual learning within a course or topic area. While they have enabled meaningful pedagogical change in other disciplines, there are relatively few CIs in computer science. In this paper, we report on our experiences as recent developers of a CI for basic data structures. We discuss each step along the route to a CI and offer tips based on what we have learned. We encourage others to create CIs, and we hope that this paper will serve as a practical guide through the process.

ion is frequently mentioned as a core skill developed when learning programming (Ginat & Blau, 2017). This is similar to the ways in which the learning of algebra is described (Sfard, 1995). Research about practices for helping students adapt to the abstraction involved in algebra may be helpful for identifying pedagogical strategies that could be applicable to CS. In particular, here we will focus on a sequence of instruction called concretetorepresentationaltoabstract, or CRA (Witzel et al., 2008), which we argue might be applicable to computing instruction. 3.4.1 Evidence from Outside of Computing To introduce the basics of CRA we will use the example of a classroom where young students are learning addition. CRA begins by introducing a physical (i.e., concrete) object. For example, this could be physical blocks that could be counted to add them together. once students are comfortable adding together sets of physical blocks, the class could advance to solving the same problems given only a picture (i.e., representation) of the blocks, but not the physical blocks. once students are comfortable using only the pictures, the class could advance to solving the same problems using only numbers (i.e., abstraction). If a student has trouble adding together only numbers (i.e., working at the abstract level), they could be encouraged to draw pictures (i.e., returning to the representation level). If a student has trouble adding together numbers using a drawing, they could be encouraged to work with the physical blocks (i.e., returning to the concrete level). As shown in this example, the concrete, representational, and abstract forms of the problem can be used to “promote overall conceptual understanding and procedural accuracy and fluency” (Witzel et al., 2008, p. 271). Witzel et al. (2008, Table 27.2 Overlap between logical operators AND, ifthen, and ifandonlyif. A B ANd ifthen ifandonlyif

A Concept Inventory (CI) is a validated assessment to measure student conceptual understanding of a particular topic. This work presents a CI for Basic Data Structures (BDSI) and the process by which the CI was designed and validated. We discuss: 1) the collection of faculty opinions from diverse institutions on what belongs on the instrument, 2) a series of interviews with students to identify their conceptions and misconceptions of the content, 3) an iterative design process of developing draft questions, conducting interviews with students to ensure the questions on the instrument are interpreted properly, and collecting faculty feedback on the questions themselves, and 4) a statistical evaluation of final versions of the instrument to ensure its internal validity. We also provide initial results from pilot runs of the CI.

I will never forget my first SIGCSE Conference—1999, New Orleans. My first was supposed to be in 1998 in my home town of Atlanta, but I had given birth to my second child a week before the conference was scheduled. That year didn’t work out, but due to my department chair’s encouragement I tentatively went in 1999. Now here I was, standing in the registration line alongside the authors of the textbooks I was using in class! Who could have predicted what followed—that one conference led to a career change, new research trajectory, lifelong friends, and an organization that I consider my community of practice.

Establishing learning goals for a course allows instructors to design course content to address those goals, helps students to focus their learning appropriately, and enables researchers to assess learning of those goals. In this work, we propose six learning goals for a topic prevalent in CS2 courses: Basic Data Structures. These learning goals arise from reviewing several CS2 courses at a variety of institutions, surveying faculty experts who commonly teach CS2, and meeting and working closely with these experts. We outline our process for creating learning goals, identify important topics underlying these goals, and provide examples of how the goals developed on the path to consensus. We also document that the term "CS2" does not have a unified interpretation within the CS education community and describe how this hurdle influenced our decision to focus on Basic Data Structures.

To be effective instructors and CS education researchers, we must identify and understand student difficulties surrounding core computing topics. This study examines student difficulties with the basic data structures commonly found in CS2 courses. Initial exploration of student thinking began with think-aloud interviews with students. These interviews centered on open-ended questions that were iteratively improved upon based on analysis of interview transcripts. The revised open-ended questions were then posed to 249 students during an end-of-term final exam study session. Using the explanations and justifications included by students, responses to the questions were coded and summarized. This work characterizes the difficulties revealed by student responses, and provides details of their prevalence among the examined student population.

1. Introduction: The rise of slow in a fast world Michael Clancy Part 1: Locating Slow: The philosophical and sociological roots of the Slow movement 2. 'Travel too fast and you miss all you travel for': Slower mobilities and the politics of pace Jennie Germann Molz 3. Slow tourism: a theoretical framework Viviana Calzati and Paola de Salvo 4. Slow travel and tourism: new concept or new label? Peter McGrath and Richard Sharpley 5. Practicing slow: political and ethical implications Michael Clancy Part 2: Places and Practices of Slow 6. Creative tourism as slow tourism Roberto Lavarini and Rosantonietta Scramaglia 7. Slow food in slow tourism Paolo Corvo and Raffaele Matacena 8. Slow and intelligent cities: When slow is also smart Giovanni Tocci 9. Between slow tourists and operators: expectations and implications of a strategic cross-border proposal Moreno Zago 10. Cittaslow: The Emilia-Romagna case Gabriele Manella Part 3: Comparative Perspectives 11. Successful integration of slow and sustainable tourism: a case study of food tourism in the alpine region of Algovia, Germany Katia Laura Sidali and Maria de Obeso 12. The experiential value of slow tourism: A Spanish perspective Jose Manuel Hernandez-Mogollon, Elide Di-Clemente, Ana Maria Campon-Cerro and Jose Antonio Folgado-Fernandez 13. Embedding Slow Tourism and the 'Slow Phases' framework: The case of Cambridge, UK Michael B. Duignan and Chris Wilbert 14. Drinking in the good life: Tourism mobilities and the slow movement in wine country Donna Senese, Filippo Randelli, John Hull, and Colleen Hiner 15. Conclusion: The promises and pitfalls of slow Michael Clancy

We examined the interference between inhibitory control of a saccadic eye movement and a working memory task. This study was motivated by the observation that people are suscep-tible to cognitive errors when they are preoccupied. Subjects were instructed to make an anti-saccade, or to look in the opposite direction of a visual stimulus, thereby exercising inhibito-ry control over the reflexive eye movement towards a salient object. At the same time, the subjects were instructed to memorize a random sequence of digits that were read out to them, thereby engaging their working memory. We measured the success of an eye movement by rapidly switching between images and asking the subjects what they saw. We found that these concurrent cognitive tasks significantly degraded anti-saccade performance.We examined the interference between inhibitory control of a saccadic eye movement and a working memory task. This study was motivated by the observation that people are susceptible to cognitive errors when they are preoccupied. Subjects were instructed to make an anti-saccade, or to look in the opposite direction of a visual stimulus, thereby exercising inhibitory control over the reflexive eye movement towards a salient object. At the same time, the subjects were instructed to memorize a random sequence of digits that were read out to them, thereby engaging their working memory. We measured the success of an eye movement by rapidly switching between images and asking the subjects what they saw. We found that these concurrent cognitive tasks significantly degraded anti-saccade performance.

The panel is designed to familiarize computer science educators with a variety of active learning strategies and to support these educators in evaluating what strategies may be applicable to their teaching context. Each panelist will introduce the pedagogy they have used in their classroom and discuss some of the challenges and benefits of the techniques. After each presenter describes his/her approach to integrating active learning into the classroom, the audience will have the opportunity to break into small groups to discuss questions or concerns about adopting active learning techniques. The panelists will answer questions in these small groups and will support educators to consider adopting active learning strategies. The session will close with a final question and answer session of all presenters.

The lower-division CS curriculum at the University of California, Berkeley includes a version of CS 2 that is intended to introduce students to Java as well as data structures and programming methodology. Some students in the course already have Java experience. In one course offering, students without previous Java experience received final grades that were 0.27 standard deviations below their peers who already had some Java experience (d=0.27, p<0.05). In a subsequent offering, the instructor adopted course policies and teaching strategies that made student collaboration more frequent in hopes that students without Java experience could learn from their peers with Java experience. In this highly-collaborative offering, there were no statistically significant differences in average final grades between students with and without Java experience (d=0.12, p<0.1). A smaller percentage of students dropped the highly-collaborative offering than the less-collaborative offering. This decrease in attrition was most notable for female students, from 37 percent to 5 percent.

This study is a continuation of previous work that looked at the benefits of lab-centric instruction, a collection of pedagogical techniques enabled by converting class time in lecture to time in a supervised closed lab. While previous work highlighted learning outcomes, here we investigate the intermediate goal of supporting students' in developing skills of self-assessment. We found that students in a lab-centric section were more accurate in their self-assessment of competence with topics appearing on the final exam.

Lab-centric instruction emphasizes supervised, hands-on activities by substituting lab for lecture time. It combines a multitude of pedagogical techniques into the format of an extended, structured closed lab. We discuss the range of benefits for students, including increased staff interaction, frequent and varied self-assessments, integrated collaborative activities, and a systematic sequence of activities that gradually increases in difficulty. Instructors also benefit from a deeper window into student progress and understanding. We follow with discussion of our experiences in courses at U.C. Berkeley, and using data from some of these investigate the effects of lab-centric instruction on student learning, procrastination, and course pacing. We observe that the lab-centric format helped students on exams but hurt them on extended programming assignments, counter to our hypothesis. Additionally, we see no difference in self-ratings of procrastination and limited differences in ratings of course pace. We do find evidence that the students who choose to attend lab-centric courses are different in several important ways from students who choose to attend the same course in a non-lab-centric format.

In this note we give some applications of a recurrence relation between the vertex coefficients of the extended Dynkin diagram of a complex simple Lie algebra. In particular we derive a correspondence between the extended Dynkin diagrams (or infinite families of extended Dynkin diagrams ) of simply laced complex simple Lie algebras and the (infinite) subgroups G of P5L(2, C) that act discontinuously on C.

This special session is devoted to identifying the CS education papers of the 20th century that have had the greatest influence on our practice of CS education today. The point is not primarily to produce the list of papers; rather it is to derive criteria, principles, and practices for identifying valuable contributions to CS education. This will provide a basis for establishing of awards or other recognition for influential contributions to CS education; it may also clarify the criteria for reviewing all papers. Invited participants will identify influential papers and their criteria for selecting them; the audience will also be encouraged to nominate papers and propose selection criteria. The results of this session will be communicated to the SIGCSE leadership, who will decide whether, and how, to implement any actual awards.

Many individual instructors -- and, in some cases, entire universities -- are gravitating towards the use of comprehensive learning management systems (LMSs), such as Blackboard and Moodle, for managing courses and enhancing student learning. As useful as LMSs are, they are short on features that meet certain needs specific to computer science education. On the other hand, computer science educators have developed--and continue to develop-computer-based software tools that aid in management, teaching, and/or learning in computer science courses. In this report we provide an overview of current CS specific on-line learning resources and guidance on how one might best go about extending an LMS to include such tools and resources. We refer to an LMS that is extended specifically for computer science education as a Computing Augmented Learning Management System, or CALMS. We also discuss sound pedagogical practices and some practical and technical principles for building a CALMS. However, we do not go into details of creating a plug-in for some specific LMS. Further, the report does not favor one LMS over another as the foundation for a CALMS.

Cruise ship tourism has become one of the fastest growing segments of the global tourism industry and is a central facet of the industry in various regions. This is particularly the case in the Caribbean where at any given time as many as 70 cruise ships may be operating. This article utilizes a global commodity chains (GCC) approach to investigate the political economy of the cruise ship industry and consider the development consequences for the Caribbean. It shows that a small number of global cruise lines use a combination of producer-driven and buyer-driven strategies to maximize on-board revenues and capture a very high proportion of economic surplus. The implications for developing country destinations are disturbingly clear.

individual instructors—and, in some cases, entire universities—are gravitating towards the use of comprehensive learning management systems (LMSs), such as Blackboard and Moodle, for managing courses and enhancing student learning. As useful as LMSs are, they are short on features that meet certain needs specific to computer science education. On the other hand, computer science educators have developed—and continue to develop—computer-based software tools that aid in management, teaching, and/or learning in computer science courses. In this report we provide an overview of current CS specific on-line learning resources and guidance on how one might best go about extending an LMS to include such tools and resources. We refer to an LMS that is extended specifically for computer science education as a Computing Augmented Learning Management System, or CALMS. We also discuss sound pedagogical practices and some practical and technical principles for building a