“Make it matter” for students by experimenting with new and interesting topics for assignments and projects, and by using varied examples in your lectures and other materials. Students are more likely to persist in the face of a challenge when what they are learning is relevant to their life experiences and goals. Use examples that have broad appeal, place assignments in contexts that interest students, and explain how a particular idea is used in different contexts.

Some suggestions

Don’t assume what’s meaningful; find out! Don’t rely on your notion of what’s interesting and meaningful, and certainly don’t rely on stereotypes. Find out from your students--and from the students you want to recruit--what is meaningful to them! Surveys and clicker polls are a great tools for this.

Keep keeping it real. Don’t relegate the discussion of larger context to the beginning of a course. Keep bringing students back to the real world application of what they are learning. This can be as simple as showing how a concept is used in a familiar application or program (e.g., how hash maps are used in natural language processing to predict what a user will type into a search engine).

Highlight the people. To help students see the people behind the concepts, refer to the contributions of an individual or group. A great story is Grace Hopper and her team at Harvard University finding a literal bug in one of their machines.

Examples from the collection


Meme Magic: Project in Sprints

Meme Magic is a series of six assignments intended to provide progressive exposure to programming in Java using a popular and recent concept: Memes. Memes utilize an image conveying a concept or feeling with a caption provided by the Meme author. The series of assignments, designed as sprints in the context of a larger project, begin with the design and scaffolding of Java classes needed to write a program to produce text-based Memes and end with a fully-functional graphical user interface. For a detailed list of learning goals, please see the Learning Goals section. In the first sprint, students depict the overall project structure of a text-based meme application using Unified Markup Language (UML) and write method stubs in Java. In each of the next two sprints, students implement half of the specified functionality and integrate those components to a fully working application. Students are asked to add Comparators to sort memes to their application in sprint 4 and to unit test all of their code using JUnit in sprint 5. In the final sprint, students extend the functionality once more to a graphical user interface to experience event-driven programming.

Decision Trees for Text Classification in CS2

In CS2 courses centering programming with recursion and data structures, binary trees can be used to represent hierarchical relationships between data. Drawing on a machine learning context, this assignment presents an application of binary trees toward text classification that demonstrates how the design of programming abstractions shapes social outcomes. By the end of this assignment, students will not only be able to define methods that recursively construct, traverse, and modify binary trees, but also begin to engage with ethical questions around the design and use of sociotechnical text classification systems.

1-Hour Collaborative Learning Activity for Responsible Human-AI Design

It is challenging to concisely and effectively expose students to the social and practical considerations of designing Human-AI systems. But due to curricular or staffing constraints, Human-Computer Interaction (HCI) is often relegated to a single course (or less!) within CS curriculum, leaving little room for some instructors to integrate applied responsible design into existing CS topics. Still, the societal impact of Human-AI interaction deserves both attention and time. To navigate these tensions, I designed a self-contained activity that considers how responsible Human-AI design can fit into existing course structures. The goal of this 1-hour collaborative learning activity is to (1) give students hand-on experience applying ethical design considerations to Human-AI systems, and (2) be highly portable to fit a variety of contexts and time constraints.

CS2 Graphical Photo Library Project

This project steps learners through a series of assignments that culminate into a photo viewer/archive tool. The assignments are designed to emulate a software development "sprint" in the Agile development process parlance. Each sprint consists of an assignment that builds off the code of the previous assignment, and is by itself a valuable piece of the overall end product.

Our aim is to give students the feeling and experience of working on a large project via a sequence of carefully-crafted homework assignments. This project helps students gain experience with Object Oriented Programming in Java, combined with software development techniques, commenting and documenting code for maintenance, unit testing with JUnit, exception handling, event-driven programming and use of pre-built Java Swing components. The project culminates in a fully-functional graphical user interface and leaves plenty of room for creative expression.

The project was designed and developed with a neutral position regarding gender, race, and other protected classes. We believe the end product has a universal appeal for users of technology and the potential software developers of tomorrow.

Analyzing Airbnb data

This CS1 assignment asks students to use lists, dictionaries, tuples,
and basic programming concepts in Python to analyze Airbnb data.
Students are then asked to make a connection to the real world by
finding articles about regulating Airbnb and reflecting on how data
analysis might be relevant to those conversations.  The difficulty of
the assignment can be varied by changing the assumptions that students
are allowed to make about the input files.

Boolean Logic - Java

This classroom activity uses Process Oriented Guided Inquiry Learning (POGIL) to introduce students to Java. Students work in small teams to answer a series of questions about relational and conditional operators. The instructor facilitates interaction among teams, offers guidance and encouragement, and summarizes key concepts.

Learning Objectives:
* Evaluate boolean expressions with relational operators (<, >, <=, >=, ==, !=).
* Explain the difference between assignment (=) and equality (==) operators.
* Evaluate boolean expressions that involve comparisons with &&, ||, and !.
* Evaluate complex logic expressions based on operator precedence.

Day 1 CS 1 (or 0) Activity: The Reuniting Families Exercise

The Reuniting Families "unplugged" assignment is designed as a first day CS 1/CS 0 activity to both highlight the social relevance of computing and model what it really means to "do" computer science.

For this activity, the class is asked to consider a disaster, such as an earthquake, devastating a smallish city. Regardless of the specifics of the disaster, the local uncovered soccer stadium is left intact and aid workers have directed all survivors to congregate at this single undamaged stadium. Assume that the stadium is sufficient to hold all the survivors. After all the survivors of a nuclear family have been identified, that family can leave the stadium to their waiting Red Cross tent. Students, working in groups of three or four, devise a protocol, i.e. an algorithm, for the aid workers to use to reunite the survivors of each nuclear family unit.

Coffee Barista Assistant CS1 Programming Assignment

The Coffee Barista Assistant assignment has students develop a tool that generates instructions to build a customer's cup of coffee. The assignment has a basic path for all students to complete, while containing additional layers to challenge high performing students. Through this programming assignment, students gain experience and proficiency with variables, conditionals, lists, and functions. By starting the assignment as an unplugged design activity, students will learn how to identify repeated patterns.

Olympics Lab

In this lab students compute the acceleration of a short track speed skater per lap. This is a lab for early in a semester of CS 1. It requires the use of 1) standard input/output, 2) variables and simple arithmetic expressions, 3) selection statements, and 4) loops.

Learning objectives:
* Compiling, linking, executing a program
* Developing an algorithm
* Testing a program
* Using the C++ syntax and programming constructs of standard I/O, variables and arithmetic expressions, selection statements, and loops

Fitness Tracking Lab

In this lab, students track their own fitness activities for a week. They submit this data which becomes some of the test data for the lab. Based on the students' activities, the program computes the number of equivalent miles each student has walked and the total number of miles walked by everyone together. Output is sorted from most miles walked to least miles walked. 

This is a lab for late in the semester of a CS 1 course. It requires students to use text files and an array of structures.

Learning objectives:

  • Compiling, linking, executing a program
  • Developing an algorithm
  • Testing a program
  • Using the C++ syntax and programming constructs of standard I/O, variables and arithmetic expressions, selection statements, structures, arrays

Prerequisite knowledge: Students must have already been exposed to standard I/O, variables, arithmetic statements, selection statements, loops, functions, arrays, structures, and text files.

The lab could be easily modified to use a class instead of a structure and an array of objects.

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