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ORCIDKathryn Cunningham
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2020 – today
- 2024
[c29]Mehmet Arif Demirtas, Max Fowler, Kathryn Cunningham:
Reexamining Learning Curve Analysis in Programming Education: The Value of Many Small Problems. EDM 2024- [c28]Mehmet Arif Demirtas
, Max Fowler, Nicole Hu, Kathryn Cunningham:
Validating, Refining, and Identifying Programming Plans Using Learning Curve Analysis on Code Writing Data. ICER (1) 2024: 263-279 - [c27]Jinyoung Hur, Kathryn Cunningham:
Profiling Conversational Programmers at University: Insights into their Motivations and Goals from a Broad Sample of Non-Majors. ICER (1) 2024: 293-311 - [c26]Hongxuan Chen, Ang Li, Geoffrey Challen, Kathryn Cunningham:
Implementation of Split Deadlines in a Large CS1 Course. SIGCSE (1) 2024: 193-199 - 2023
- [c25]Zepei Li, Sophia Yang, Kathryn Cunningham, Abdussalam Alawini:
Assessing Student Learning Across Various Database Query Languages. FIE 2023: 1-9 - [c24]Sophia Yang, Zepei Li, Geoffrey L. Herman, Kathryn Cunningham, Abdussalam Alawini:
Uncovering Patterns of SQL Errors in Student Assignments: A Comparative Analysis of Different Assignment Types. FIE 2023: 1-9 - [c23]Kathryn Cunningham, Colleen M. Lewis, Geoffrey L. Herman, Craig B. Zilles, Abdussalam Alawini:
Preparing Computer Science Education PhD Students: Our Process. ICER (2) 2023: 7-8 - [c22]Yoshee Jain, Kathryn Cunningham:
Towards Methods for Identifying High-Quality Domain-Specific Programming Plans. ICER (2) 2023: 18-19 - [c21]Mohammed Hassan, Kathryn Cunningham, Craig B. Zilles:
Evaluating Beacons, the Role of Variables, Tracing, and Abstract Tracing for Teaching Novices to Understand Program Intent. ICER (1) 2023: 329-343 - [c20]Kathryn Cunningham, Miranda C. Parker, Jonathan Zhang:
The Landscape of Computer Science Education Courses: A Syllabi Analysis. Koli Calling 2023: 16:1-16:11 - 2022
- [c19]Jamie Gorson, Kathryn Cunningham, Marcelo Worsley, Eleanor O'Rourke:
Using Electrodermal Activity Measurements to Understand Student Emotions While Programming. ICER (1) 2022: 105-119 - [c18]Kathryn Cunningham, Yike Qiao, Alex Feng, Eleanor O'Rourke:
Bringing "High-level" Down to Earth: Gaining Clarity in Conversational Programmer Learning Goals. SIGCSE (1) 2022: 551-557 - [c17]Francisco Enrique Vicente Castro, Kathryn Cunningham, Miranda C. Parker, Nicholas Lytle:
What's Up, Doc?: Building a Community of Computing Education Postdocs. SIGCSE (2) 2022: 1186 - 2021
- [c16]Kathryn Cunningham, Barbara J. Ericson, Rahul Agrawal Bejarano, Mark Guzdial:
Avoiding the Turing Tarpit: Learning Conversational Programming by Starting from Code's Purpose. CHI 2021: 61:1-61:15 - [c15]Lauren E. Margulieux, Paul Denny, Kathryn Cunningham, Michael Deutsch, R. Benjamin Shapiro:
When Wrong is Right: The Instructional Power of Multiple Conceptions. ICER 2021: 184-197 - 2020
- [c14]Kathryn Cunningham:
Purpose-first Programming: A Programming Learning Approach for Learners who Care Most About What Code Achieves. ICER 2020: 348-349 - [c13]Kathryn Cunningham, Rahul Agrawal Bejarano, Mark Guzdial, Barbara Ericson:
"I'm Not a Computer": How Identity Informs Value and Expectancy During a Programming Activity. ICLS 2020 - [c12]Kathryn Cunningham:
Purpose-first programming: Scaffolding programming learning for novices who care most about code’s purpose. PPIG 2020
2010 – 2019
- 2019
- [c11]Kathryn Cunningham, Shannon Ke, Mark Guzdial, Barbara Ericson:
Novice Rationales for Sketching and Tracing, and How They Try to Avoid It. ITiCSE 2019: 37-43 - [c10]Claudia Szabo, Nickolas J. G. Falkner, Andrew Petersen, Heather Bort, Kathryn Cunningham, Peter Donaldson, Arto Hellas, James Robinson, Judy Sheard:
Review and Use of Learning Theories within Computer Science Education Research: Primer for Researchers and Practitioners. ITiCSE-WGR 2019: 89-109 - [c9]Claudia Szabo, Nickolas J. G. Falkner, Andrew Petersen, Heather Bort, Cornelia Connolly, Kathryn Cunningham, Peter Donaldson, Arto Hellas, James Robinson, Judy Sheard:
A Periodic Table of Computing Education Learning Theories. ITiCSE 2019: 269-270 - [c8]Barbara Ericson, Austin McCall, Kathryn Cunningham:
Investigating the Affect and Effect of Adaptive Parsons Problems. Koli Calling 2019: 6:1-6:10 - [c7]Miguel Lara, Kathryn Cunningham, Bude Su:
Job Placement Experience of Alumni from a 3-year CS Program. SIGCSE 2019: 1264 - 2018
- [j1]Sathya Narayanan, Kathryn Cunningham, Sonia M. Arteaga, William J. Welch, Leslie Maxwell, Zechariah Chawinga, Bude Su:
Upward mobility for underrepresented students: a model for a cohort-based bachelor's degree in computer science. Inroads 9(2): 72-78 (2018) - [c6]Sathya Narayanan, Kathryn Cunningham, Sonia M. Arteaga, William J. Welch, Leslie Maxwell, Zechariah Chawinga, Bude Su:
Upward Mobility for Underrepresented Students: A Model for a Cohort-Based Bachelor's Degree in Computer Science. SIGCSE 2018: 705-710 - [c5]Kathryn Cunningham:
The novice programmer needs a plan. VL/HCC 2018: 269-270 - 2017
- [c4]Elizabeth Rowe, Jodi Asbell-Clarke, Kathryn Cunningham, Santiago Gasca:
Assessing Implicit Computational Thinking in Zoombinis Gameplay: Pizza Pass, Fleens & Bubblewonder Abyss. CHI PLAY (Companion) 2017: 195-200 - [c3]Elizabeth Rowe, Jodi Asbell-Clarke, Santiago Gasca, Kathryn Cunningham:
Assessing implicit computational thinking in zoombinis gameplay. FDG 2017: 45:1-45:4 - [c2]Kathryn Cunningham, Sarah Blanchard, Barbara Ericson, Mark Guzdial:
Using Tracing and Sketching to Solve Programming Problems: Replicating and Extending an Analysis of What Students Draw. ICER 2017: 164-172 - [c1]Kathryn Cunningham:
The Effect of Sketching and Tracing on Instructors' Understanding of Student Misconceptions. ICER 2017: 301-302
Coauthor Index
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