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Educators' and Trainers' Symposium

The Educators' and Trainers' Symposium provides a forum for academic and industry professionals who have a vested interest in technology education and training. This one-day event is a unique opportunity for these individuals to come together and discuss their ideas for incorporating OO and various software development methods, practices and theory into courses, curricula, and training plans.

This year's event will maximize audience participation and facilitate a great amount of sharing—each attendee will have an opportunity to contribute! The program is filled with invited presenters, paper presentations, activities, an participatory panel, posters, and networking time.

All attendees are asked to bring one or more interesting teaching techniques (exercises, cases, activities, etc.) to display on the cork boards that be will in the Symposium room. No need to prepare—just grab something as you head out the door so that you can post it to share with others.

We hope you will join us! (Please remember that you must register for the Symposium in order to attend these sessions.)

Keynote Presentation: Forensics in the CompScI Classroom
Rebecca Mercuri, PhD, Notable Software, Inc.
Rebecca Mercuri is the lead forensic expert at Notable Software, Inc., the company she founded in 1981. Her caseload has included matters involving contraband, child endangerment, murder, computer viruses and malware, wrongful work termination, class-action suits, copyright and patent infringement, and election recounts (most notably Bush vs. Gore). Dr. Mercuri has provided formal testimony and comment to the House Science Committee, the U.S. Commission on Civil Rights, the Election Assistance Commission, the National Institute of Standards and Technologies, the U.K. Cabinet, and numerous state legislatures and municipal bodies. She is a senior life member of the Association for Computing Machinery, where she has authored the Security Watch feature and numerous guest columns of Inside Risks for Communications magazine, and is a co-founder and past chair of the professional joint chapter of the Princeton ACM/IEEE Computer Society. Rebecca is also an adjunct member of the Computer Engineering faculty at The College of New Jersey, where she teaches a broad range of topics, most recently a senior engineering lecture/laboratory elective on Digital Forensics.
Although forensics is a well-established discipline in biology, medicine, physics, materials and other sciences, its applications to computing are still relatively new. The television shows, NUMB3RS and CSI, have helped popularize the field by providing insight into algorithmic methods used to solve crimes. As it happens, forensic techniques are also useful in the exploration of a broad range of computer topics within a learning experience that emphasizes creativity in problem-solving. For example, simple, public-domain tools can be used to the astonishment of students in recovering the deleted data on their USB thumbdrives, while introducing concepts pertaining to file systems and storage media. This talk will overview the fundamentals of computer forensics, while providing a slew of examples (along with software references) that can be easily adapted for beginning, intermediate and advanced class settings.
Paper Presentations
  1. A Different Kind of Programming Languages Course
    • Dorian P. Yeager, Grove City College
  2. Using Python and QuickDraw to Foster Student Engagement in CS1
    • Ben Stephenson, University of Calgary, Canada
  3. Easing Up on the Introductory CS Syllabus: A Shift from Syntax to Concept
    • James Heliotis, Rochester Institute of Technology
Panel: Do CS Programs Discount Programming?
Joe Yoder, The Refactory, Inc
Brian Foote, Industrial Logic, Inc.

This is a “fishbowl” format panel in which all Symposium attendees are welcome to participate.

Do CS Curricula place a low priority on teaching programming? This is an interesting issue not because it is a new one, but because it isn't. People have been asking this question for a generation, and yet this perception persists. Are professors even qualified to teach programming? Do they even know what programmers do for a living?

All too many programmers have to wait until they are on the job to really learn to design and program. Why? Is it because academics care more about abstruse theoretical research areas than the fate of most of their students? Do they teach students to build shiny trinkets, oblivious to the realities of production software engineering?

Do the best schools do the worst job of training real programmers to program? Or is there even a problem? Are things getting better, or worse? This panel will (re-)examine the enduring paradox of the estrangement of CS Programs and Programmers.

Orit Hazzan, Technion, Israel Institute of Technology, Israel
Yael Dubinsky, IBM Haifa Research Lab, Israel
Using Metaphors with Software Teams
This Active Learning Exercise introduces the use of metaphors in software teams. Instructors are guided with specific activities that can be used to increase students' awareness to metaphors, thus increasing the level of communication among team members involved in a given project. Further, metaphors are used as a mechanism to discuss problems and solutions. The Active Learning Exercise is based on individual activities, teamwork activities, discussions and reflections.
Reflection in Software Engineering Education
In this activity we examine ways by which a reflective mode of thinking may assist software engineers in improving their professional skills. Specifically, we describe the reflective practice perspective and suggest specific ways by which such an approach may be interwoven within software engineering education.
Invited Activity: Teaching TDD and TDD in Teaching
James W. Grenning, President, Renaissance Software Consulting, Co.
James Grenning has been developing software since the late 1970's and he's been training professional software developers for over ten years. He is currently working on a book for embedded software developers looking to evaluate and learn TDD.
An effective way to learn Test Driven Development is to pair with someone that knows it. Come to this session and pair with me. You will get plenty of keyboard time. I'll magically be in many places at once. Bring your laptop, with Java, Eclipse, and JUnit installed. The pair-with-me technique used in this session is very helpful in teaching TDD, programming languages and program problem solving. You don't have a development environment on your laptop? Bring it anyway, I'll have some bootable linux disks ready to go (bring a USB drive too). If you don't have a laptop, come anyway and we will team you up with someone that does. Check here before the conference for last minute exercise setup information:

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