An Investigation of CS Instructor Obstacles, Workarounds, and Desires

Long-time Slashdot reader theodp writes: "What is your biggest pain point?", North Carolina State University PhD student Samim Mirhosseini and Microsoft Researchers Austin Z. Henley & Chris Parnin asked 32 computer science instructors at universities and community colleges. Their feedback is summed up in a just-posted paper that will be presented at SIGCSE 2023. Instructors cited understanding what students are struggling with, answering students' questions, limited teaching assistant (TA) support, grading & feedback, course material preparation, and administrative tasks as challenges, pain points, and things they wish they could change. Interestingly, instructors indicated that some of the attempts to address pain points - including the increased use of TA's, interactive textbooks/exercises, automated grading, "flipped" classrooms [where lectures are assigned as video homework, with classtime reserved for interaction], and peer instruction - aren't always what they're cracked up to be. - "Some TAs are not mature programmers," instructors noted. "TAs sometimes only run the unit tests and never read the code, [so] two submissions that were nearly identical, but one got [high] marks and the other got [low] marks." - Automation brings its own challenges, instructors added, citing the problem of interactive textbooks that give grades but deduct points even if there is only a whitespace difference with the solution ("My students struggle so much with it and they spend hours trying to get the white space correct in their program when in reality that's not what I want them spending time on"). - Instructors also cited struggles with "how to design 'Copilot-proof' assignments, to prevent students from completing homework assignments in seconds with little conceptual knowledge. - Regarding the flipped classroom, one instructor confessed, "I've checked and there's very few people watching these videos." While grading was cited as "probably the biggest burden of the courses" and "an impossible task," one instructor still noted a preference to grade things themselves even if they have TAs "because [of] the feedback I can get from [...] their homework and assignments." Along the same lines, another noted that while they also wish for more automation of mundane tasks, they are strongly opposed to automating feedback to students because "I think this is the wrong direction for education. Striping away community and humanity from learning."

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