Prof. Kristin Stephens-Martinez

Given that I have a podcast ( The CS-Ed podcast ), it should come as no surprise that I listen to many podcasts. So I thought I’d try something that I will call “State of the Podcasts.” This post will announce how to learn about all of the podcasts I listen to, and maybe I’ll write future posts on how my listening evolves. I hope that sharing this can serve as a resource for potential podcasts that others find helpful or interesting. [Also posted on  medium .] For a proper citation, I got this idea from the Cortex podcast that does a yearly “State of the Apps” episode discussing the apps they often use. I like that podcast for discovering potential apps that I might find helpful to include in my workflow. CGP Grey does a lot of research for his work, and I feel like our brains are wired similarly. So while much of what they use does not apply (I’m not a YouTuber nor multi-podcaster creator like they are), it is still a valuable episode for me. For example, I learned about https://obsi

Video chat side channel in a remote class (or an experiment not good enough to keep) Talking about failure is hard. Talking about an experiment that didn’t completely fail but didn’t wholly succeed, is something that I could easily “sweep under the rug.” However, I think it’s important to share the good, the bad, and the ugly. It shows we are human and no one is perfect. Moreover, for this particular experiment, I could see myself rationalizing trying again, and I want to make sure I remember the lessons I learned. In Spring 2021, when we were teaching our CS2 class fully remote due to covid-19, I had a crazy idea. What if we gave students a second video chat outside the lecture Zoom meeting? What if we used this video side channel to simulate the “talk to your neighbor” practice that I used a lot in my lecture teaching? It did not go as well as I had imagined, and this blog post is a reflection on why we did it, how things went, and what we did when things weren’t working. [Also poste

ICER 2021 has come and gone, and it was my best online conference experience yet! Both in terms of how I handled it AND in how the organizers run it. I won’t give a detailed explanation of how ICER was run. Matthias Hauswirth, the site co-chair, made an excellent introduction video to the platform Clowdr . Not everything was perfect. But I think a lot of that was because I was new to Clowdr. After fiddling with my processes as the conference continued, I found things that worked. I’ve broken this blog post into socializing, useful processes/practices, my wishlist of changes, and highlights. [Also posted on  medium .] Socializing This online conference was the most social I’ve been to yet, and I loved it! I think part of it had to do with the benefit of lowering the number of tools/apps/sites that people are using and baking in the ability to socialize. SIGCSE didn’t have an easy way to socialize outside of the actual activities. ITiCSE had ohyay, but it was not in the platform they we

I attended ITiCSE this year. One of my former undergraduate students, Anshul Shah, presented his paper on our CS1 reviewer app . Attending was an opportunity to iterate on how I approach online conferences and try out ideas from my last reflection when I attended SIGCSE 2021 . One way to describe my approach to ITiCSE is less like prior online conferences and more like how I approach in-person conferences . [Also posted on  medium .] How I decided what to do Step 1 : Look at the proceedings two-ish weeks before and note all of the things I find interesting.  — I did this based only on the titles. The abstracts hadn’t come out at the time. Step 2 : Go through the list a second time and mark which things I will actually attend.  — Talks were live, and the videos would not be available until after the conference. I often had more papers I was interested in than I had time for, so I needed to prioritize. I purposely separated this step from Step 1 because I didn’t want to get bogged down

 ITiCSE 2021 is here! And this year, I’ve got a paper with Anshul Shah , Jonathan Liu , and Susan Rodger . The first two were undergraduate students. They are now both graduated and going on to grad school to study computer science education! Anshul is going to UCSD and Jonathan to Chicago . [Also posted on  medium .] The paper is “ The CS1 Reviewer App: Choose Your Own Adventure or Choose for Me! ” and is a tools paper. The paper introduces an app that Anshul originally developed with a partner in their Fall 2019 database class. We’ve been developing the app ever since with help from other undergraduate students through Duke’s summer CS+ program . Jonathan started helping last Fall. Below is a screenshot, the abstract, and a discussion of changes from the last six months since we submitted the paper. You can also check out the tool yourself at https://cs-reviewer.cs.duke.edu/ Abstract We present the CS1 Reviewer App — an online tool for an introductory Python course that allows stude

In the pre-covid pandemic times, I introduced a backchannel to my CS1 lecture using our class forum. And I’ve continued this practice ever since, including during the pandemic, remote teaching. This post discusses the why, the how, and what my students think of the backchannel. It also includes considerations if you are thinking of adding the practice to your own class. [Also posted on  medium .] For a little bit of history, I first tried creating a backchannel using a web chat app. This did not work. The students rarely used it. I think it was a combination of the app having some bugs and it being “yet another tool” that was part of the class’s rather large tool ecosystem. After that failed attempt, I switched to our class forum, Piazza . The class forum worked, and I’ve been using it even during the pandemic imposed remote teaching. Why? There are many reasons to add a lecture backchannel. For me, the biggest reason was lowering the barrier to ask a question. Asking a question in fro

The SIGCSE Technical Symposium 2021 happened! So that means it’s time for a conference reflection. However, this blog post is going to be a little different. I’m going to try writing a letter to my future self focusing on how the conference went and how I can do online conferences better in the future. [Also posted on  medium .] Dear Future Self, So you are planning to attend another online conference. And I know there are online conferences in your future because you got a paper accepted to ITiCSE . And then ICER and Grace Hopper are both online (Wow, writing that makes me realize that we attend more conferences than I thought.). You’ve done a few online conferences now, so it’s time to remember what happened last time and learn the lessons from them. We don’t want to repeat the “I’m up to my eyeballs in work!” experience. Especially considering we wrote an entire blog post about attending two conferences at once, ICER and Learning@Scale (are we going to Learning@Scale this year?)

As I said in an earlier post, I’ve decided to forgo new year’s resolutions this year and try The Theme System from CGP Grey and Myke Hurley . You can get an overview from CGP Grey’s video . This post is to discuss my theme and a quantified self deep dive. The deep dive is into some of my personal data as my first steps toward my theme. [Also posted on  medium .] Theme: Being Well-Rested My semester’s theme is “Being Well-Rested.” Despite being long, this theme resonates with me and has a bunch of stuff behind it. So bear with me. The biggest thing impacting this semester is this spring semester is going to be rough. It is my first time teaching entirely online from start to finish because I was on parental leave last fall. Technically I taught online when Covid-19 hit us mid-Spring 2020, but while I did work right up to my baby’s birth, I wasn’t the main person running things for most of the online part of Spring 2020. I made decisions on the transition, finished the teaching materia