@article{limke_catete_hill_barnes_2024, title={A Survey of K-12 Teacher Needs for an Online Programming Learning System}, url={https://doi.org/10.1145/3613905.3651110}, DOI={10.1145/3613905.3651110}, abstractNote={This article examines US K-12 computing teacher needs for a programming learning system. We surveyed 39 K-12 teachers about the necessity of programming learning system features. We found that teachers needed to view student code remotely, student code auto-save, differentiation of student assignments, and a tutorial library for students to learn about the programming environment. In addition to rating feature usefulness, we also asked teachers to list features or needs that the survey did not address. Through qualitative responses, we found that teachers wanted cheating prevention and detection, the ability to freeze and project code onto student screens, and student and classroom-level analytics. We also compare the needs of teachers who teach computing as the main subject in their classroom to the needs of teachers who integrate computing into another discipline. This research can inform the development of programming learning systems to better support teachers and their students.}, journal={EXTENDED ABSTRACTS OF THE 2024 CHI CONFERENCE ON HUMAN FACTORS IN COMPUTING SYSTEMS, CHI 2024}, author={Limke, Ally and Catete, Veronica and Hill, Marnie and Barnes, Tiffany}, year={2024} }
 @article{limke_lytle_mahmoud_lin_hill_catete_barnes_2023, title={Participatory Design with Teachers for Block-based Learning with SnapClass}, ISSN={["1943-6092"]}, DOI={10.1109/VL-HCC57772.2023.00028}, abstractNote={As computer science is increasingly taught in secondary schools, tools need to integrate block-based environments into learning platforms. This way, teachers can more effectively lead lessons, help students, and assess students' programs in their classrooms. We conducted a participatory design process with three K-12 computing teachers to understand their struggle and needs for block coding within their classrooms. The teachers identified 14 needs that were not already addressed by our tool, SnapClass. SnapClass, a new web-based learning platform for Snap!, integrates assignments with starter code, executable student submissions, rubric-based assessment, and a gradebook into one platform. The teachers designed prototypes for three features important to their classrooms: assignment differentiation, help-requests, and peer and self-assessment. This paper begins by introducing SnapClass and the motivation for its development. Then through thematic analysis of the session transcripts, we identify the common struggles teachers face while instructing programming and summarize how they would address those struggles through the design of SnapClass.}, journal={2023 IEEE SYMPOSIUM ON VISUAL LANGUAGES AND HUMAN-CENTRIC COMPUTING, VL/HCC}, author={Limke, Ally and Lytle, Nicholas and Mahmoud, Sana and Lin, Maggie and Hill, Marnie and Catete, Veronica and Barnes, Tiffany}, year={2023}, pages={173–178} }
 @article{catete_isvik_hill_2022, title={A Framework for Socially-Relevant Service-Learning Internship Experiences for High School Students}, DOI={10.1145/3478431.3499355}, abstractNote={By age 15 girls start to lose interest in STEM, and less than 50% consider a STEM-related career. Providing hands-on internship opportunities has been one of the leading ways to help connect students with exploring computing careers; however, these opportunities are limited in high school. We propose a framework for a university-led high school internship initiative that focuses on service learning, co-design, and the propagation of engaging computing curricula for younger audiences. We piloted this model virtually in summer 2021, with high school students and teachers as interns mentored by university role models. Teams led the development and implementation of computing-infused curricula for a virtual summer coding camp. In this article, we share our framework and review the importance of service-learning for recruiting diverse participants and the use of co-design as a way to broker relationships between developers and community stakeholders. Additionally, we provide preliminary outcomes of our internship model on student and teacher participants gathered from qualitative data including end-of-summer presentations and post-program interviews.}, journal={PROCEEDINGS OF THE 53RD ACM TECHNICAL SYMPOSIUM ON COMPUTER SCIENCE EDUCATION (SIGCSE 2022), VOL 1}, author={Catete, Veronica and Isvik, Any and Hill, Marnie}, year={2022}, pages={815–821} }