@article{limke_milliken_catete_gransbury_isvik_price_martens_barnes_2022, title={Case Studies on the use of Storyboarding by Novice Programmers}, DOI={10.1145/3502718.3524749}, abstractNote={Our researchers seek to support students in building block-based programming projects that are motivating and engaging as well as valuable practice in learning to code. A difficult part of the programming process is planning. In this research, we explore how novice programmers used a custom-built planning tool, PlanIT, contrasted against how they used storyboarding when planning games. In a three-part study, we engaged novices in planning and programming three games: a maze game, a break-out game, and a mashup of the two. In a set of five case studies, we show how five pairs of students approached the planning and programming of these three games, illustrating that students felt more creative when storyboarding rather than using PlanIT. We end with a discussion on the implications of this work for designing supports for novices to plan open-ended projects.}, journal={PROCEEDINGS OF THE 27TH ACM CONFERENCE ON INNOVATION AND TECHNOLOGY IN COMPUTER SCIENCE EDUCATION, ITICSE 2022, VOL 1}, author={Limke, Ally and Milliken, Alexandra and Catete, Veronica and Gransbury, Isabella and Isvik, Amy and Price, Thomas and Martens, Chris and Barnes, Tiffany}, year={2022}, pages={318–324} }
 @article{milliken_catete_limke_gransbury_chipman_dong_barnes_2021, title={Exploring and Influencing Teacher Grading for Block-based Programs through Rubrics and the GradeSnap Tool}, DOI={10.1145/3446871.3469762}, abstractNote={This article examines the grading process and profiles of secondary computer science teachers as they assess block-based student programming submissions. Through an iterative design process, we have created a new tool, Gradesnap, which streamlines how teachers can open, review, and evaluate student submissions within the same interface. Our study compares teachers’ grading processes using the different assessment formats, so that we can understand how their grading processes can be augmented or supported to reduce ’pain points’ and to enable teachers to provide more constructive and formative feedback for students. We use a case study approach to examine the experiences and outcomes of four secondary computer science teachers with varied teaching and assessment experience, when grading as usual, grading with a rubric, and grading with GradeSnap. Our study shows that when participants use GradeSnap, they are able to give supportive comments to lower performing and borderline students who need critical feedback to better understand misconceptions. We also discovered that the different grading processes provided a vehicle for reflection for some teachers in understanding their grading goals and how they enact them. This research is the first to examine teacher grading processes for computer science, and highlights the need for teacher preparation and support for providing programming feedback and assessment.}, journal={ICER 2021: PROCEEDINGS OF THE 17TH ACM CONFERENCE ON INTERNATIONAL COMPUTING EDUCATION RESEARCH}, author={Milliken, Alexandra and Catete, Veronica and Limke, Ally and Gransbury, Isabella and Chipman, Hannah and Dong, Yihuan and Barnes, Tiffany}, year={2021}, pages={101–114} }
 @article{milliken_ball_mock_2018, title={AP CS Principles and The Beauty and Joy of Computing Curriculum}, DOI={10.1145/3159450.3162375}, abstractNote={The Beauty and Joy of Computing (BJC) is a CS Principles (CSP) course developed at UC Berkeley, intended for high school juniors through university non-majors. It was twice chosen as a CSP pilot, and both the College Board and code.org have endorsed it. Since 2011, we have offered professional development to over 400 high school teachers. BJC covers the big ideas and computational thinking practices required in the AP CSP curriculum framework, using an easy-to-learn blocks-based programming language called Snap! (based on Scratch). During this workshop, we will provide an overview of the BJC curriculum, share our experiences as instructors of the course at the university and high school levels, and share details of potential summer professional development opportunities. Attendees should be prepared to program a BJC project in the Snap! environment. Please bring laptops with the Chrome browser installed.}, journal={SIGCSE'18: PROCEEDINGS OF THE 49TH ACM TECHNICAL SYMPOSIUM ON COMPUTER SCIENCE EDUCATION}, author={Milliken, Alexandra and Ball, Michael and Mock, Lauren}, year={2018}, pages={1059–1059} }