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The Work and Inspiration of the APA Newsletter on Philosophy and Computers
From BLOG@CACM

The Work and Inspiration of the APA Newsletter on Philosophy and Computers

 The Newsletter of the Committee on Computing and Philosophy of the American Philosophical Association offers a wide range of scholarly work in the philosophy of...

Taking Incremental Steps Towards CS for All
From BLOG@CACM

Taking Incremental Steps Towards CS for All

U.S. states are developing novel, incremental approaches to CS for All.

Is Academia Guilty of Intellectual Colonization of Practice?
From BLOG@CACM

Is Academia Guilty of Intellectual Colonization of Practice?

Researchers should not treat practitioners as mere objects of their studies or simple sources of data, but work towards creating research partnerships with practitioners...

Database Decay and What To Do About It
From BLOG@CACM

Database Decay and What To Do About It

In our opinion, database decay results from the multi-department organization of large implementations.

Tech Industry Ph.D.s: Academia Can Be Nicer Than You Think
From BLOG@CACM

Tech Industry Ph.D.s: Academia Can Be Nicer Than You Think

If more Ph.D.s do not return to the academy, there will not be enough graduates capable of taking all those high tech jobs.

Please Explain
From BLOG@CACM

Please Explain

H-index in Web of Science?

Designing the Activities for a 'Computing Lab' to Support Computational Literacy
From BLOG@CACM

Designing the Activities for a 'Computing Lab' to Support Computational Literacy

Developing the teaching techniques so everyone develops computational literacy skills.

How We Teach Should Be Independent Of Who We Are Teaching
From BLOG@CACM

How We Teach Should Be Independent Of Who We Are Teaching

A look at teaching and diversity in Computer Science.

Stop Trying to Deter Cyberattacks
From BLOG@CACM

Stop Trying to Deter Cyberattacks

Whither cyber deterrence? In my view, let it wither.

What Makes a Program Elegant?
From BLOG@CACM

What Makes a Program Elegant?

Most programmers would agree that some programs are elegant, and that elegant programs are better than others.

Geek Gene, Teacher and Student Self-Efficacy, and the Problem of Python's Self: A Report on ICER 2016
From BLOG@CACM

Geek Gene, Teacher and Student Self-Efficacy, and the Problem of Python's Self: A Report on ICER 2016

A report on ICER 2016 paper awardees, CS teaching and grading, student self-confidence, and the problems of using Python.

Star Trek@50: Inspiring Discovery and Innovation
From BLOG@CACM

Star Trek@50: Inspiring Discovery and Innovation

Star Trek has inspired generations to pursue science and technology careers, not a few of whom have transformed part of it into technological and commercial fact...

The Work and Inspiration of the International Association for Computing and Philosophy
From BLOG@CACM

The Work and Inspiration of the International Association for Computing and Philosophy

A prominent player in the philosophy of computer science includes the two disciplines in its title.

14 Years of a Learner-Centered Python IDE
From BLOG@CACM

14 Years of a Learner-Centered Python IDE

How we thought about the JES pedagogical programming environment for students over the last 14 years.

A Presidential Policy Directive With Little Direction
From BLOG@CACM

A Presidential Policy Directive With Little Direction

Cybersecurity is integral in nature in a very connected world; the insecurity of some contributes to the vulnerability of all.

Meeting the Need for CSP at Georgia Tech
From BLOG@CACM

Meeting the Need for CSP at Georgia Tech

In November, I encouraged CS departments to create AP CS equivalent classes. I tried to make one at my institution, but realized that we were already there.

Does Nature Use Data?
From BLOG@CACM

Does Nature Use Data?

Does nature use databases? Does nature use data structures?  

A Very Local Snapshot of K-12 CS Education
From BLOG@CACM

A Very Local Snapshot of K-12 CS Education

What are students learning in K-12 CS?

A Jolt or Two (Part 1)
From BLOG@CACM

A Jolt or Two (Part 1)

You cannot learn something if you think you already know it, and don't.
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