Campfire Session — Computer Science

Welcome and agenda • 00:00

• Sohan introduces the session and agenda.

Ice-breaker about news on Salesforce not hiring any Software Engineers in 2025 • 01:18

• An icebreaker is introduced to discuss AI's impact. The future of computer science education is explored.

• The future of computer science education is debated. The role of algorithmic thinking and creativity in teaching is highlighted.

• A shift in software engineering roles is discussed. The future software engineers are expected to be more like engineering managers.

• The role of educational tools like Flint is highlighted. Flint is seen as a resource for teaching coding and facilitating learning.

• The importance of foundational coding knowledge is emphasized. Students need to understand basic concepts to effectively use AI tools.

• Discussion on the impact of AI on engineering jobs. The potential for more startups due to increased productivity is highlighted.

Q1: What’s an example of a Flint activity that you tried with your students, and how did it go? • 17:31

• Julian Cochran shares specific examples of using Flint. A project involving a base converter program showcases student creativity.

• Matthew Davis emphasizes responsible AI usage in education. Clear guidelines are established for when students can use AI tools.

• Matthew Davis describes using Flint for debates about Edward Snowden. Students engage in ethical discussions using Flint.

Q2: How did you introduce Flint to your students? Did it replace a pre-existing part of your lesson? • 24:20

• Matthew Davis describes how Flint enabled him to quickly do engaging debates, which were formerly completely outside his wheelhouse as a teacher.

• Flint allowed Tim Hipp to diversify options for student learning by creating different kinds of activities for practicing coding. Flint was utilized for self-directed study in cybersecurity. Students receive tailored support and resources for their learning.

• Karen McKenzie describes using Flint to assist students in project development. The tool encourages critical thinking and problem-solving.

Q3: Have your students used Flint (or other AI tools) independently? • 30:30

• Students are increasingly using Flint independently. Teachers notice a rise in student-driven activities.

• Some students prefer ChatGPT over Flint to just get answers. Resistance to using Flint for meaningful learning is noted.

How have school leaders rolled out Flint? • 33:41

• Julian Cochran inquires about the systematic rollout of Flint. He seeks to understand faculty engagement with the platform.

• Karen McKenzie describes initially sharing Flint with department chairs who became "tech-superstars" and shared their progress with her and others, spreading word-of-mouth. It was a mix of top-down and grassroots adoption of Flint.

Tip for convincing students to use Flint for learning productively • 38:46

• Matthew Davis describes convincing students to use the Flint activities to study by saying he gave Flint the test.

• Tim Hipp adds a point on how Flint gives him more data on student engagement and effort.

Flint V5 updates relevant to Computer Science • 40:35

• A demo of Flint was conducted for department chairs. The implementation strategy was carefully planned to avoid overwhelming staff.

• Middle school teachers expressed disappointment over not receiving Flint sooner. The platform's usage has rapidly increased among various departments.

• A strategy involving AI tutors was discussed. The approach aims to engage students in a more effective learning process.

Session wrap up & upcoming Campfire Sessions • 48:56

• Sohan thanks the teachers who agreed to hop on and share their experiences.

• Sohan also shares about upcoming Campfire Sessions.

Asking advice for getting Computer Science and other departments to buy-in • 50:50

• Julian Cochran explains how he rolled Flint out at the department level.

• Julian also shares personal experiences with Flint. Time-saving benefits in grading and assignment design are highlighted.

• Tim Cooper emphasizes the importance of inclusivity in computer science education. The need to engage a diverse range of students is discussed. Emphasizing this to Computer Science teachers and showing how Flint can help students at all levels is suggested.