The Educators’ and Trainers’ Symposium provides a forum for academic and industry professionals with a vested interest in software development education and training to share their ideas for translating methods, practices, and theory into courses and curricula. The focus of this year’s symposium is to set the course for software development education and training for the coming decade.
Call for papers
The Educators’ Symposium originated at a time when SPLASH was OOPSLA and teaching OO was a new frontier. We now live in a post-OO world. OOP is mainstream in industry and in the university. While there is always room for us to learn new techniques, teaching OOP is normal, not revolutionary.
The same is true for technologies that have come since the early years of the Educators’ Symposium. Patterns, extreme programming, test-driven development, … Technologies that once were revolutionary are now used by many people and taught at many universities. The Symposium helps us learn more, but the ground is well-trodden.
These days, the software development world is confronting new challenges, including the emergence of cloud computing, “big data”, concurrency, and functional programming. More and more, “non-programmers” program, using tools such as Processing, Scratch, and Alice, and scripting languages such Python and Ruby.
What is important in teaching programming to future and current professionals who work in this rapidly changing world? What is important in teaching programming to an audience with interests that range from science to the web to data mining to art? Where do we go in a post-OO world?
That is the charge for attendees at the 2011 Educators’ Symposium: charting a course for the next 10 years of software development education.
By the end of the day, Symposium attendees will produce a two-page document laying out the issues that emerge from the symposium, suitable for proposing an ITiCse working group or a SIGCSE workshop.
The committee solicits a wide variety of submissions. + We invite traditional papers that describe solid techniques for teaching any facet of software development, with an emphasis on ideas and tools that work in a evolving software world. + We invite proposals for any sort of session: panels, debates, talks, demos, activities, reports, posters, or any structured session that helps the group advance its goal of charting the course for the next decade.
SPLASH encourages submissions that diverge from the dominant trajectory of the field or that challenge existing existing practice. Dare to think big thoughts and to propose audacious ideas.
The program committee will consider the following criteria when evaluating submissions:
- Interest: The submission should be interesting, intriguing, or provocative. A paper challenges or changes informed opinion about what is possible, true, or likely. Any other kind of session creates dialogue that looks to the future as well as the present.
- Support: The submission presents evidence or arguments that support its claims.
- Clarity: The submission presents its claims and results clearly and compellingly.
For papers, submit a full paper, which should be 8 pages or less in length. For other proposals, submit an abstract of 1-2 pages that explains the session and how it addresses the goals of the Symposium.
SIGPLAN Proceedings Format, 10-point font. Note that by default the SIGPLAN Proceedings Format produces papers in 9-point font. If you are formatting your paper using Latex, you will need to set the 10pt option in the \documentclass command. If you are formatting your paper using Word, you may wish to use the provided Word template that provides support for this font size.
For additional information, clarification, or answers to questions please contact the Educators’ and Trainers’ Symposium Chair, Ed Gehringer and Eugene Wallingford, at email@example.com.
|Curriculum 2013 Steering Committee Report and Activity|
|Distributed Pair Programming with Remote-Desktop Software|
|Intel's Initiatives in Education for Parallelism: Getting beyond the Obvious|
|Introducing Parallelism and Concurrency Early in the Curriculum|
S: Kim Bruce
|Mining Student Capstone Projects with FRASR and ProM|
|Modules in Community: Injecting parallelism into the CS Curriculum|
S: Dick Brown
|Panel: Ancillary Resources for Textbooks|
|The Case for Teaching Functional Programming in Discrete Math|
|Welcome and Introductions|