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Effective practices for teaching computing majors to become proficient programmers have been a key research focus for some time. Programming is a fundamental skill that computing students must develop, yet research shows that a notable percentage of students encounter difficulties or become discouraged, sometimes deterring them from the field altogether. The rise of AI tools has introduced new challenges for educators striving to equip students with the essential skills needed for professional practice. In computing, AI and its vast potential are actively studied, yet generative AI tools like ChatGPT—which are open-source and widely accessible—present unique hurdles. These tools, while valuable, may impede students’ ability to develop core computational skills, especially when emphasis is placed on programming pedagogy. This talk will explore these challenges in depth, addressing strategies and practices to mitigate the influence of ChatGPT in early programming courses. Additionally, it will highlight ongoing efforts in IS 147 to examine the impact of these practices on student learning and skill development.
Edward Dillon is an Associate Professor in the Department of Information Systems at UMBC. His research focuses on human-centered computing with emphasis on computer science education and broadening participation in computing. Dr. Dillon has received ~$3.7 million in research funding and awards from external agencies and non-profit organizations, including the National Science Foundation, the Maryland Pre-Service Computer Science Teacher Education Program, and the Collaborative Research Experience for Undergraduates. He also conducted a Faculty in Residency at Google during the summer of 2018 to learn more about this company’s culture, practices, and to understand the expectations for candidates (e.g., aspiring CS majors) who pursue career opportunities at this company and related prominent companies in tech.