CCSC Southwest Region Conference 2017

March 24-25, 2017

Conference Schedule At a Glance
Conference Program ←
  Paper Session I
Session Chair: Bryan Dixon, CSU Chico

Paper Title: From MyCS to our CS: Lessons and Assessments from a District-wide Middle-school CS pilot
Author: Samantha Andow, Harvey Mudd College
Author: Kaitlyn Eng, Harvey Mudd College
Author: Julia McCarthy, Harvey Mudd College
Author: Olivia Palenscar, Harvey Mudd College
Author: Thomas Schneider, Harvey Mudd College
Author: Adam Schulze, Harvey Mudd College
Author: Zachary Dodds, Harvey Mudd College

Paper Title: High Performance Supercomputing on a Budget
Author: Matthew Hall, Humboldt State University
Author: Ken Owens, Humboldt State University
Author: Tim Lauck, Humboldt State University
Author: Canyon Robins, Stanford University
Author: Jacob Nowatzke, Humboldt State University
Author: Laurel Smith, Humboldt State University
  Paper Session II
Session Chair: Megan Thomas, CSU Stanislaus

Paper Title: Identifying Students' Misconceptions in Applying Data Structures
Author: Anna Chung, Pomona College
Author: Patrick Shao, Pomona College
Author: Alejandro Vasquez, Pomona College

Paper Title: Tech Startups: A Model for Realistic Software Engineering Project Collaboration
Author: Kevin Buffardi, California State University, Chico
Author: Colleen Robb, California State University, Chico
Author: David Rahn, California State University, Chico

Author: Mark Russo, The College of New Jersey

  Lightning Talks
Session Chair: Colleen Lewis, Harvey Mudd College

Title: Expanding the Utility of the ACM Java Library
Presenter: Osvaldo Jimenez, University of the Pacific

Title: Coding Boot Camps from an Industry Perspective
Presenter: Lou Ann Lyon, ETR

Tutorials (Parallel Sessions)
Customizing Database Visualizations for Many Majors

Suzanne W. Dietrich
School of Mathematical and Natural Sciences
Arizona State University

Don Goelman
Department of Computer Sciences
Villanova University


The objective of the “Databases for Many Majors” project is to introduce fundamental database concepts to diverse majors, as part of enhancing data fluency of all students. Three animations have been developed to cover: an introduction to relational databases and how they differ from spreadsheets (IntroDB), how to query a relational database (QueryDB), and how to design a database (DesignDB). The animations use a dynamic presentation to introduce topics for visual learners. Each visualization also includes a formative self-assessment, called a checkpoint, to enhance the learning experience for the student. A novel aspect of these visualizations is the capability to customize the example database and accompanying textual explanations. The goal of the customizations is to allow educators in various fields to integrate these fundamental database concepts in the context of their discipline-specific course. The customization process is integrated within each animation so that the customizer can see the personalized animation as it develops. This tutorial will demonstrate the customization process, including a preview of the newly developed customization tool (CreateDB) to aid the domain experts in designing the data for the animations. There are several customizations of the IntroDB, QueryDB, and DesignDB animations already available at the project Web site ( including Astronomy, Computational Molecular Biology, Environmental Science/Ecology, Forensics, Geographic Information Systems, and Statistics.

Guiding Students to Understand CS Concepts and Develop Process Skills with POGIL

Clifton Kussmaul
Mathematics and Computer Science Department
Muhlenberg College

Saturnino Garcia
Computer Science Department
University of San Diego


This workshop introduces Process-­Oriented Guided Inquiry Learning (POGIL) to CS instructors. In a POGIL classroom, teams of 3-5 learners work on activities with a particular structure based on learning cycles. Through scripted inquiry and investigation, learners discover concepts and construct their own knowledge. Using assigned team roles and other scaffolding, learners develop process skills and individual responsibility. The teacher is not a lecturer, but an active facilitator who helps all students to be engaged and achieve the learning objectives. POGIL is an evidence­-based approach, and has been shown to significantly improve student performance. Workshop participants will work through POGIL activities as students, and work through POGIL meta­-activities that are designed to help teachers learn core POGIL concepts, practices, and benefits. We will share POGIL materials for a variety of CS courses and concepts. We will also invite interested attendees to participate in IntroCS POGIL, a recently funded NSF project working to make it easier for CS faculty to adopt POGIL by disseminating high quality instructional resources and enhancing professional development practices. For more information, see and, including activities for CS1, CS2, and other courses.

Thanks to our Sponsor:
Thanks to our National Partners:
- Turing's Craft
- Information Networking Institute: Carnegie Mellon University
Presented In-Cooperation with: