Category Archives: Computer Science
Justice Department designates Mayer to serve as first chief science and technology adviser and chief AI officer … – Engineering at Princeton…
Princetons Jonathan Mayer has taken a new role as the inaugural chief science and technology adviser and chief artificial intelligence officer at the U.S. Department of Justice. In the newly created role, Mayer will advise on complex issues of technology, law and policy, including cybersecurity and artificial intelligence.
Mayer has committed to serve in this position for at least 12 months. He started at the end of January, and he plans to return to Princeton after the conclusion of his government service.
Mayer is an assistant professor of computer science and an assistant professor in theSchool of Public and International Affairs (SPIA). He is associated faculty in theCenter for Information Technology Policy (CITP), which is a joint initiative between SPIA and the School of Engineering and Applied Science.
According to Arvind Narayanan, director of CITP and professor of computer science, the center has a long tradition of going beyond research to engage directly with policy makers. We have our intellectual center of gravity in computer science and engineering, he said, but we focus on research that can answer societal and policy questions.
Jonathan Mayers work exemplifies what we do at CITP, Narayanan said.
Mayer studies the intersection of technology and law, with emphasis on national security, criminal procedure and consumer privacy. His recent publications include research on using machine learning to automate detection of misinformation, user perceptions of social media verification, methods for locating network censorship devices, and a case study on the effects of Hong Kongs National Security Law.
Mayer joined Princetons faculty in 2018. He previously served as the technology law and policy adviser to then-Senator Kamala Harris. Before that, he was chief technologist of the Federal Communications Commission Enforcement Bureau and a technology adviser at the California Office of the Attorney General. He holds a Ph.D. in computer science from Stanford University, a J.D. from Stanford Law School, and an A.B. from Princeton.
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RIT student working to create safer community one click at a time – Spectrum News
ROCHESTER, N.Y. Jaime Campanelli loves being a part of community outreach, especially when it has to do with cybersecurity.
So today were gonna become our own cyber superheroes. Is everyone excited?" said Campanelli, a Rochester Institute of Technology fifth-year cybersecurity student.
Campanelli was speaking to a local Girl Scout troop that was participating in Cyber Security Badge Day at RIT.
I came here and learned about women in computing and they had an outreach committee and I thought oh my gosh," she said.
In high school, she took every technology and computer science class her school offered.
In my computer science class, I was one of four girls out of the class of 30, she said.
Now, she is trying to spread a message both about cybersecurity and representation.
The reason why Im passionate about it is because I didn't get the opportunity to have stuff like this, to have events that come to campus to learn about cybersecurity before I got here, Campanelli said. Making those connections with other women in the class but also saying no, I deserve to be here.
As part of RITs Women in Computing program, she gets the opportunity to teach younger generations about being safe online.
The world nowadays is so tech-involved and tech-heavy," she said. "All of my little cousins have their tablets and their iPhones. I didn't get an iPhone until I was 12 and now my 5-year-old cousin has one and it's like yes that's amazing, but teaching them how to use it and using it properly is really important."
She's educating youth on things from phishing emails to coding.
I just see the lights flash in their head or the idea pops up in their head and its interesting because again everything in their lives is tech now, Campanelli said.
She has hopes of it having an even bigger impact.
Now having events like Girl Scout Badge Day and all our other outreach events where theres at least 50 girls coming. That's 50 people whose lives we just inspire and at least help hopefully get them into the field, she said.
Campanelli has been impacted herself.
It's very humbling because again, I didnt have those experiences as a child and it just makes my heart tingle, she said.
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RIT student working to create safer community one click at a time - Spectrum News
USC Viterbi Announces Participation in Department of Commerce Consortium Dedicated to AI Safety – USC Viterbi … – USC Viterbi School of Engineering
USC has joined approximately 30 of countrys universities to participate in a Department of Commerce initiative to support the development and deployment of trustworthy and safe AI. Established by the Department of Commerces National Institute of Standards and Technology (NIST), the U.S. AI Safety Institute Consortium (AISIC) will bring together AI creators and users, academics, government and industry researchers, and civil society organizations to meet this mission.
USC, which ranks third in the nation in federal funding for computing and information sciences has been a leader in AI for decades through its Information Sciences Institute established over 50 years ago, the Department of Computer Science and the Institute for Creative Technologies. Recently, USC launched the Frontiers of Computing, a billion-dollar initiative to advance computing research in artificial intelligence, machine learning and data science with ethics at its coreincluding a Center for Generative AI. Since 2016, through the Center for AI in Society, USC has taken an active role to ensure that AI is applied to address social problems. Furthermore, the Center for Engineering in Society, an undergraduate program at the Viterbi School has made ethics a core part of the schools undergraduate curriculum.
Yolanda Gil, the Director of New Initiatives in AI and Data Science, Research Professor of Computer Science and Spatial Sciences and Principal Scientist at USC Information Sciences Institute, will lead USCs participation in this NIST initiative. Gil remarked, The University of Southern California is proud to be a founding member of AISIC. We are happy to have contributed to the NIST AI Risk Management Framework, which represents a broad community effort that provides a solid foundation for AISIC. We look forward to participating with our broad expertise in AI, including AI ethics, natural language processingWe are excited to work with the AISIC community in joining efforts to address the most immediate challenges in AI Safety and to tackle longer-term questions in this area.
U.S. Commerce Secretary Gina Raimondo said, The U.S. government has a significant role to play in setting the standards and developing the tools we need to mitigate the risks and harness the immense potential of artificial intelligence. President Biden directed us to pull every lever to accomplish two key goals: set safety standards and protect our innovation ecosystem. Thats precisely what the U.S. AI Safety Institute Consortium is set up to help us do, said Secretary Raimondo. Through President Bidens landmark Executive Order, we will ensure America is at the front of the pack and by working with this group of leaders from industry, civil society, and academia, together we can confront these challenges to develop the measurements and standards we need to maintain Americas competitive edge and develop AI responsibly.
The consortium includes more than 200 member companies and organizations that are on the frontlines of developing and using AI systems, as well as the civil society and academic teams that are building the foundational understanding of how AI can and will transform our society. These entities represent the nations largest companies and its innovative startups; creators of the worlds most advanced AI systems and hardware; key members of civil society and the academic community; and representatives of professions with deep engagement in AIs use today. The consortium also includes state and local governments, as well as non-profits. The consortium will also work with organizations from like-minded nations that have a key role to play in setting interoperable and effective safety around the world.
To learn more about USCs participation in U.S. AI Safety Institute Consortium (AISIC), please visit: https://sites.usc.edu/aisic/
The full list of consortium participants is available here.
Published on February 22nd, 2024
Last updated on February 22nd, 2024
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Abstraction to host annual Hackathon on March 15 Calvin University Chimes – Calvin University Chimes
Abstraction Calvin Universitys official computer science student organization is hosting its annual Hackathon, a 24-hour project-based coding competition where students will contend for a grand prize of $1,000.
The event, which will take place in the Business Building, will also feature follow-up prizes of $600 and $400 for second and third place winners respectively. The event will start on Friday, March 15 at 5 p.m., continuing through the night and ending at 5 p.m. on Saturday, March 16.
Participants will be fueled by an array of complimentary refreshments throughout the event, including free breakfast, lunch and dinner and a midnight snack for people who are still awake.
According to Abstractions secretary Oghenesuvwe Ogedegbe, a senior studying computer science the Hackathon is open to all students, regardless of their major, year or level of experience in coding.
We have a new crop of freshmen, so hopefully well have more people this year. And we have various things that our club does that will help promote buzz or at least motivate people who dont know how to program more to actually participate this year, said Ogedegbe.
Additionally, some new and interesting developments within Abstraction have set up this years Hackathon to be more exciting than others. The organization now has a web development subdivision, focused on helping students sharpen their professional experience in the area.
I think WebDev is one of those skills everybody should have, said Sam Ntadom, head of Abstractions web development subdivision. Because it helps you advertise yourself, like in terms of your portfolio and everything. But for the Hackathon, WebDev is primarily about problem-solving.
Students in past events have frequently submitted web-related projects including a personal website for a professional photography business, created by students Braden Lint and Logan Humphrey.
The range of acceptable projects isnt limited to just web development. In the past, students have submitted a myriad of different projects, including a Tinder-style matching app (but for vacation spots), a Raspberry Pi-powered RC tank, a Turing Machine simulator and even an app for the Hackathon judges themselves to use while judging the projects.
Even if you dont participate, its really fun to see the final presentations and see what people have done.
Theres a wide variety of stuff thats done. Its really, really fascinating. Somebody built a compiler for a homegrown language, said Victor Norman, Abstractions faculty advisor and computer science professor at Calvin. I think last years winner was an automated cat pet-feeder built out of cardboard with some sensors in it and kind of interesting stuff. People do all kinds of neat stuff.
Additionally, Norman stressed the importance of attending the event as a spectator, even if you dont have a project. Last year, President Boer showed up to the Hackathon.
Even if you dont participate, its really fun to see the final presentations and see what people have done, said Norman.
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Abstraction to host annual Hackathon on March 15 Calvin University Chimes - Calvin University Chimes
How to Build Your Own Robot Friend: Making AI Education More Accessible – USC Viterbi | School of Engineering – USC Viterbi School of Engineering
USC researchers have created a low-cost, accessible learning kit to help college and high school students build their own robot friend. Photo/James Kim.
From smart virtual assistants and self-driving cars to digital health and fraud prevention systems, AI technology is transforming almost every aspect of our daily livesand education is no different. For all its promise, the rise of AI, like any new technology, raises some pressing ethical and equity questions.
How can we ensure that such a powerful tool can be accessed by all students regardless of background?
Inspired by this call to action, USC researchers have created a low-cost, accessible learning kit to help college and high school students build their own robot friend. Students can personalize the robots body, program the robot to mimic their head posture, and learn about AI ethics and fairness in an engaging, accessible way.
The system is outlined in a new study, titled Build Your Own Robot Friend: An Open-Source Learning Module for Accessible and Engaging AI Education, presented this week at the AAAI Conference on Artificial Intelligence, education symposium track.
We believe it is important for students to learn about fairness and ethics in AI in the same way that we learned about math and physics in K-12, said co-lead author Zhonghao Shi, a doctoral student in computer science who conducts his research in the USC Interaction Lab led by Professor Maja Matari. We may not use these subjects every day, but having a basic understanding of these concepts helps us do better work and be mindful of new technologies.
Supported by the National Science Foundation, the paper is co-lead-authored by Amy OConnell, a USC computer science doctoral student and Shis labmate, andZongjian Li, a software engineer working withMohammad Soleymani, a research associate professor at the USC Institute for Creative Technologies. Soleymani and Matari are co-authors, in addition to Guy Hoffman from Cornell University, and USC computer science undergraduate students Siqi Liu and Jennifer Ayissi.
Members of the USC Interaction Lab and Professor Maja Matari with customized versions of Blossom the robot. Photo/James Kim.
The three-part open-source learning module provides students with hands-on experience and introductory instruction about various aspects of AI, including robotics, machine learning, software engineering, and mechanical engineering. It helps to address a gap in the market for AI education, said Shi and OConnell.
Currently, pre-built robots, such as the NAO, are unaffordable for schools with limited resources, while educational robot kits, such as LEGO Mindstorms, though affordable, do not adapt to students at different levels.
The NAO robot, while commonly found in research labs, is costly, running at around $15,000.
Were proposing this open-source model to not only improve education in AI for all students but also to make human-interaction research more affordable for labs and research institutions, said Shi. Ultimately, we want to increase access to human-centered AI education for college students and create a pathway to more accessible research.
To reduce costs and development time for learners, the team customized and simplified Blossom, a small, open-source robot originally developed by Hoffman at Cornell University. Blossom is a common fixture in USCs Interaction LabShi previously used the robot to design better AI voices for mindfulness exercises, while OConnell programmed it to act as a study buddy for students with ADHD symptoms.
Last year, the duo began to devise ways to use the robot for educational purposes and set to work creating a low-cost, customizable and human-focused module that could mirror some of the ways that students will interact with technology in their everyday lives.
USC computer science doctoral student Amy OConnell and undergraduate student Jennifer Ayissi customize Blossom the robot. Photo/James Kim.
To make the robot more affordable, they developed strategies to subsidize its cost. In the version of Blossom presented in the study, the materials are created using 3D printers, instead of more costly laser printing. Currently, one of the teams customizable robots costs around $250 to make.In comparison, a NAO robot runs at around $15,000.
OConnell, who learned to crochet during the pandemic, designed five new Blossom exteriors and created detailed, easy-to-follow patterns and tutorials for each version, including a baby onesie, knitted and crocheted options, which are all low-cost and customizable.
We want to increase access to human-centered AI education for students. Zhonghao Shi.
After constructing their robot friend, students are encouraged to further customize Blossom with, for instance, mechanical eyebrows, color-changing lights, or even an expressive face screen. For OConnell, creativity has been a crucial part of her own engineering journey.
Crafting and engineering require similar strengths like counting, planning, and spatial reasoning, said OConnell. By incorporating crafting into this project, we hope to draw in creative students who might not have considered how their skills align with robotics and engineering.
The system was piloted in a 2-day workshop in May 2023 with 15 undergraduate college students from a local minority-serving institution. Four teams of students constructed Blossom robots following the learning module assembly guide with blank knitted exterior to personalize with accessories. On the second day, the students used pre-trained head pose tracking and gesture recognition models to detect and mimic nodding behaviors from the user.
In part one of the module, study participants (anonymized) construct a simplified version of the Blossom open-source robot platform.
From post-workshop surveys, they found that 92% of the participants believed that the workshop helped them learn more about the topics covered and all the participants believed that the workshop encouraged them to study more about robotics and AI in the future.
Equipping users with AI literacy, including an understanding of AI ethics and fairness, is crucial to avoid unintended discrimination against marginalized groups, said Shi.
In continued work, the team plans to further evaluate and improve the module for high school students and K-12 students. Ultimately, the researchers hope to expand access for students at different educational levels.
Were excited to share more about our project with people from around the world, Shi said. We want to make sure that people from different kinds of socioeconomic backgrounds have the opportunity to gain an education on AI and participate in the process of improving AI for future use.
Published on February 22nd, 2024
Last updated on February 22nd, 2024
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Balancing athletics and computer science with St John’s student membership – UM Today
February 26, 2024
Balancing academics and athletics can be quite a feat, but Yinka Odeleye, a computer science student, appears to have mastered it as he finishes his first year as a Bison athlete.
Yinkas talents on the track are undeniable, and he was recently invited to join the St Johns student membership by his sister, Enny Odeleye, who is also the Bison track team and SJCSA member.
What made you join the St Johns student membership?
I found St Johns through word of mouth. When I heard about it and the benefits it had, I knew I had to take advantage and not leave this opportunity on the table.
Ive found a place to belong to on campus and a place to go.
As a track athlete who is always on the go, Yinka has found St Johns to be critical in his academic success and meeting new friends.
I met an international student at Jumpstart when I first joined, and we started talking immediately and clicked. It shows that the community here is for everyone, and you can meet students from anywhere on campus.
What parts of the student membership have helped you the most in your studies?
The library has given me a place to study and be productive. Its helped me succeed in midterms, tests, and finals preparation. I always have a spot and know I can get work done there.
Whether it be a quick study session before practice or in the evening after practice, Yinka knows his best place to study is at St Johns. Aside from the library and study carrels, hes also found the convenience of the discounts on food helpful during his study sessions at the Daily Bread Cafe and Soup4U.
The discounts on food I use a lot. The food is affordable, and its a homemade meal that makes you feel full afterwards. Its convenient too because I can get my food from the Daily Bread Cafe, then go up to the library or my study carrel.
The first-year student is preparing for the USports Track and Field nationals in March and concludes his first year of studies, where he looks to continue his academic and track success.
To learn more about the St Johns student membership, visit our website.
Marissa Naylor
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Balancing athletics and computer science with St John's student membership - UM Today
Capturing Creativity with Computation for Music AI – University of California San Diego
We know it when we see it, but what is creativity and can it be quantified? In a paper that could help guide future artificial intelligence (AI) development, a team from UC San Diegos Jacob School of Engineering, Department of Music and Qualcomm Institute (QI) has discovered answers in the context of musical collaboration.
Its a hard problem, because not a lot of people agree on what is creative, said study co-author Vignesh Gokul, a computer science and engineering Ph.D. candidate at UC San Diego. Our main hypothesis was that the musical score or output that is most creative is the one that conveys the most information. The contribution of this paper is a method to calculate this total information flow between a human and an agent (or another human) playing music.
The papers senior author Shlomo Dubnov, who is professor in both UC San Diegos Music Department and Computer Science and Engineering Department as well as a QI affiliate, added, This is a new concept that highlights the importance of communication and collaboration that occurs between musicians or between musicians and musical artificialintelligence agents as a fundamental factor in achieving music creativity.
The paper, Evaluating Co-Creativity Using Total Information Flow, is authored by Gokul, Dubnov and computer science and engineering masters student Chris Francis, who spearheaded experimental infrastructure and operation. The paper is being presented at this weeks Mathemusical Encounters in Singapore : a Diderot Legacy conference.
The project was funded by Project REACH : Raising Co-creativity in Cyber-Human Musicianship, a European Research Council Advanced grant that promotes the study of "shared musicality" at the intersection of the physical, human and digital spheres; it is designed to produce models and tools to better understand and encourage human creativity in a context where it is increasingly intertwined with computation.
In this research, the UC San Diego team decided to evaluate musical co-creativity by using an pre-trained large language neural network model called Multitrack Music Transformer to estimate the amount of interaction between different musical voices in tracks containing a piano melody and its piano accompaniment.
The team derived an equation to effectively compute the information flow between the two signals in this musical interaction system, as a quantitative score. According to the hypothesis, the higher the score, the greater the creativity. If one of the musical voices in a pair ignored or repeated the other, the score would go down because little information would be exchanged. If, however, the voices went back and forth integrating each others musical information with their own, the score would rise.
Next, the team looked for a way to check that this score was a meaningful measure of creativity.
The hardest part was definitely validating this framework, Gokul said. We had come up with the hypothesis; we had come up with a method to compute the score based on the hypothesis. But validating is hard because humans have different subjective preferences.
The team decided to lean into human subjectivity and compare the computed score with five expert musicians evaluations of 84 musical duets, including some that were randomly generated. The results demonstrated that the computational score matched human perception.
Gokul cautioned there is still work to be done. He notes theres a tendency for pre-trained models to prefer their own generations, and the team found that to be the case in this work with the Multitrack Music Transformer model. And, Gokul notes, this is only one step toward a musical system in which humans and AI can interact creatively.
However, the researchers are already planning future applications of the current work, including a collaboration with neuroscience researchers who investigate the cognitive load of listening to music or performing musical tasks.
As Gokul transitions from his Ph.D. studies to a job in the tech sector, he is grateful for all the human creative collaboration he experienced at UC San Diego, including with Dubnov. He has been a fantastic advisor, Gokul said. Hes very knowledgeable in information theory, music, generative AI, and we have published about seven works together. It's been great to receive his guidance on these projects.
Read more about UC San Diegos Qualcomm Institute, Department of Music or Department of Computer Science and Engineering.
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Capturing Creativity with Computation for Music AI - University of California San Diego
Thirty-five outstanding MIT students selected as Burchard Scholars for 2024 – MIT News
MITs School of Humanities, Arts, and Social Sciences (SHASS) has announced that 35 MIT undergraduate sophomores and juniors have been named Burchard Scholars for 2024.
Elected by the Burchard Committee from a large pool of impressive applicants, all students chosen for the program have demonstrated excellence and engagement in the humanistic fields, but can major in science, design, and engineering fields as well as the humanities, arts, and social sciences.
In the course of this calendar year, the Burchard Scholars will attend seminar dinners with members of the SHASS faculty, during which they will have the chance to engage with the faculty and one another. The program is designed to both broaden horizons for promising students and provide scholars the chance to engage in friendly but challenging discussions in which to hone skills for expressing, critiquing, and debating ideas with peers and mentors.
During the course of the calendar year, the scholars also attend several cultural events in the Boston metropolitan area.
The key features of these dinners are presentations by SHASS faculty, on topics ranging from nuclear security to an economic view of artificial intelligence to cross-cultural histories in centuries-old manuscripts. Drawing on the schools vast and varied fields of expertise, the seminars offer near-endless avenues of exploration for ambitious scholars.
It is perhaps no surprise that a high percentage of the MIT students who receive Rhodes, Marshall, and other major scholarships and fellowships are former Burchard Scholars. These students are an extraordinary group of MIT undergraduates," says Margery Resnick, associate professor of literature and director of the Burchard program. They are thoughtful, smart, and enthusiastic about the opportunity to discuss a wide range of ideas with faculty and fellow students.
The 2024 Burchard Scholars, their academic years, and majors are:
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Thirty-five outstanding MIT students selected as Burchard Scholars for 2024 - MIT News
DOJ Appoints First Chief Science and Technology Advisor, AI Officer – PYMNTS.com
Attorney General Merrick B. Garland designated Jonathan Mayer as the Department of Justices first chief science and technology advisor and chief artificial intelligence officer.
The appointment underscores the departments commitment to staying ahead of the curve in navigating the ever-evolving landscape of technology, according to a Thursday (Feb. 22) press release.
As the chief science and technology advisor, Mayer will advise the attorney general and collaborate with various departments within the Justice Department on complex technical issues, such as cybersecurity and AI, according to the release.
With a background in computer science and law, Mayer has focused on criminal procedure, national security and consumer protection, the release said. He is an assistant professor at Princeton Universitys Department of Computer Science and School of Public and International Affairs.
Working out of the Office of Legal Policy, Mayer will lead efforts to build the departments technological capacity by recruiting top technical talent and ensuring that the department is well-equipped to tackle the challenges presented by emerging technologies, per the release.
Mayer will also spearhead the development of a team of experts in technology-related areas, including cybersecurity and AI, to advise leadership and coordinate efforts across the department and with federal partners, according to the release.
In addition to his role as chief science and technology advisor, Mayer has also been designated as the chief AI officer, in alignment with the Presidents executive order on the Safe, Secure and Trustworthy Development and Use of Artificial Intelligence, the release said.
In this capacity, Mayer will lead efforts to drive intra-departmental and cross-agency initiatives on AI and related issues, per the release. He will also head the newly established Emerging Technology Board, which oversees and governs the use of AI and other emerging technologies within the Justice Department.
President Joe Biden signed the executive order on AI in October, establishing an early set of guidelines and regulations for AI use that may be further strengthened through legislative actions and international agreements.
In his remarks before signing the order, Biden said: AI is all around us. To realize the promise of AI and avoid the risk, we need to govern this technology.
For all PYMNTS AI coverage, subscribe to the daily AI Newsletter.
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DOJ Appoints First Chief Science and Technology Advisor, AI Officer - PYMNTS.com
Teacher Shortage Solutions for Computer Science and CTE – eSchool News
The lack of computer science technology educators in middle schools continues to be a genuine crisis, especially considering the critical role of STEM education in preparing students for future careers. Traditional hiring practices often result in non-specialist educators teaching computer science, leading to challenges in delivering effective instruction.
Graham Celine, VP of Business Development & Marketing for Intelitek, which offers the online platform CoderZ, emphasized this topic last month at FETC and in this conversation with eSchool. CoderZ aims to address this gap by providing comprehensive tools and resources for both students and educators, enabling structured and engaging computer science education.
With increasing recognition of computer science as a fundamental skill, particularly evidenced by state standards mandating its inclusion in curricula, CoderZ offers a solution aligned with educational goals and industry demands. Graham says the programs flexible implementation options cater to various educational settings, from individual subscriptions to district-wide adoption. Moreover, he points to the products assessment strategies focused on student outcomes, employing a combination of automated evaluations and teacher-led assessments to ensure comprehensive learning assessment. Have a listen:
Key Takeaways:
Below is a machine-generated transcript of the interview:
00:00:20 Speaker 1
Because nobody goes to learn how to be a computer science teacher and then goes to to, to, to elementary schools. If youre a computer science educator, you go teach in high school or university.
00:00:33 Speaker 1
So what lands up happening is we take.
00:00:35 Speaker 1
The math teacher.
00:00:36 Speaker 1
Or the science teacher or the librarian. We say. Hey, teach computer science.
00:00:41 Speaker 2
Right.
00:00:41 Speaker 1
And that doesnt always work because theyre afraid of technology. Theyre afraid of teaching something that they dont know. And So what weve done at Codez is weve created an environment which not only is engaging for the students, and its not only accessible to the students because being online, they can take it anywhere they want from home, in the class, in the library.
00:01:02 Speaker 1
On their phone, on their computer, on their iPad.
00:01:06 Speaker 1
But its got all the tools and capabilities that enable the uh, the educators, the instructors to uh, implement those type of programs. So weve got professional development, weve got teacher guides, weve got pacing guides, weve got slides, weve got background material, all that the teachers need in order to prepare.
00:01:27 Speaker 1
Properly and to be able to deliver there and to build environments like peer teaching environments where the the strongest students will help the weakest students and to keep the the, the the teacher doesnt have to be involved.
00:01:39 Speaker 1
But then why is computer science? Its then becoming important because its becoming a mandate. Its in some states. Its this, its a its recognized as a as a language. In some states, its becoming a standard, notably Texas and and and and New Jersey. Sorry, New York have got.
00:01:59 Speaker 1
State standards and theyre requiring schools to teach computer science and digital literacy as part of their program in the 242025 school year. So from an administrative perspective, this is important.
00:02:15 Speaker 1
And so having a program that is not just some software that you can download off the Internet and let your students play around with and say, OK, we taught them a little bit about coding, having a a program that is structured that allows you to teach computer science in a very structured.
00:02:36 Speaker 1
Logical way that aligns with the goals of these CSA NGSS taxes. New York and other standards is really important. Thats where code Z fits.
00:02:48 Speaker 1
In so weve created an education tool that really fits what the market needs.
00:02:49 Speaker 2
OK.
00:02:55 Speaker 2
Now let me ask this the the implementation. This is is sort of a a district wide implementation or is this something that say can start from the a bottoms up sort of adoption in schools? I mean how does that happen both?
00:03:07 Speaker 1
It it it, it can be both. Uh, you know, in the end we we we have users that are individuals, parents who just want their kids to learn more and so they can sign up on our website.
00:03:19 Speaker 1
And and get a subscription we have a.
00:03:21 Speaker 1
Lot of clubs.
00:03:22 Speaker 1
So a lot of those computer science and robotics clubs are now taking it to the next level. We have many thousands of schools around the the the country and around the world, and we have districts from our perspective, obviously the best way to implement this is from the top down.
00:03:40 Speaker 1
Because the teachers get the most support.
00:03:43 Speaker 1
That way they get the the.
00:03:44 Speaker 1
The the right tools, the most support and the results.
00:03:48 Speaker 1
Visible in the end, thats what the administrators want to see. So we put this new program in how many students registered for the program, how many students completed the program? How many hours were taken of the program, what were the outcomes of the program? And thats a top down approach. But from our perspective.
00:04:08 Speaker 1
We deal with it in all different directions.
00:04:11 Speaker 2
Ill talk about the the assessment aspects of it when you, when you talk about collecting that sort of data, are you talking about collecting it on the uses of the of the, the faculty themselves or do you mean from as a professional development tool, but also as a student? So kind of give us the the assessment?
00:04:28 Speaker 1
Is on a student level.
00:04:29 Speaker 2
OK.
00:04:30 Speaker 1
Obviously the the the.
00:04:31 Speaker 1
The we have all.
00:04:32 Speaker 1
The professional development and all the tools for the student, for the teachers. But were not testing the teachers.
00:04:37
What were.
00:04:38 Speaker 1
Were analyzing is.
00:04:39 Speaker 1
The students, and theres two ways to do that. Theres.
00:04:43 Speaker 1
Theres uh, automatic or passive evaluations. So we look at how many hours did they complete missions. Now if if theres a mission and its all gamified, so theyre making this robot move around the the, the, the, the screen. But it says you got to do this five times using a loop.
00:05:02 Speaker 1
Well, we can evaluate that automatically. Did the student use a loop in their program?
00:05:07 Speaker 1
If yes, we know that theyve learned how.
00:05:10 Speaker 1
To use loops.
00:05:11 Speaker 1
There are other factors that are more subjective and so there we give this the teacher the the task and we say, OK, you have to grade this exercise. The student was supposed to show that they can document correctly. Did the student.
00:05:28 Speaker 1
Document this.
00:05:29 Speaker 1
Well, now the teacher can open up the students workbook, see what they did, and give them a grade. They did it well. They did it medium. They didnt do it at all. And so by taking those together, plus adding in just basic assessments, what you know, type of test, the traditional test capabilities, quizzes.
00:05:49 Speaker 1
That that appear along the way throughout the curriculum, we can add that all up and provide.
00:05:54 Speaker 1
A a very.
00:05:55 Speaker 1
Comprehensive view of how the students have have succeeded within the the application now that rolls up.
00:06:03 Speaker 1
A teacher sees their classroom or their multiple classrooms. A principal will see all the classes in the school and administrator would see all the schools in a district.
00:06:15 Speaker 2
Gotcha. Talk a little bit about the day-to-day use. Is this something that is a is a supplement that is done after school? Is it in school kind of give us kind of a a day-to-day kind of use of the tool both I guess?
00:06:31 Speaker 1
All of the above. Yeah, its it it.
00:06:33 Speaker 1
Link:
Teacher Shortage Solutions for Computer Science and CTE - eSchool News