The Chair’s Award
Established in 2012, this award is given to the paper that, in the judgment of the organizing committee, best illustrates the highest standards of empirical computing education research, taking into account the quality of its questions asked, methodology, analysis, writing, and contribution to the field. (Open to research papers only.)
- 2012: Colleen Lewis. The importance of students’ attention to program state: a case study of debugging behavior.
- 2013: Mark Guzdial. Exploring hypotheses about Media Computation
- 2014: Leo Porter, Daniel Zingaro, and Raymond Lister. Predicting student success using fine grain clicker data
- 2015: Briana B. Morrison, Lauren E. Margulieux, and Mark Guzdial. Subgoals, Context, and Worked Examples in Learning Computing Problem Solving
- 2016: Alex Lishinski, Aman Yadav, Jon Good, and Richard Enbody. Learning to Program: Gender Differences and Interactive Effects of Students’ Motivation, Goals and Self-Efficacy on Performance
- 2017: Holger Danielsiek, Laura Toma, and Jan Vahrenhold. An Instrument to Assess Self-Efficacy in Introductory Algorithms Courses
- 2018: Jack Parkinson and Quintin Cutts. Investigating the Relationship Between Spatial Skills and Computer Science
- 2019: Yasmin Kafai, Chris Proctor, and Debora Lui. From Theory Bias to Theory Dialogue: Embracing Cognitive, Situated, and Critical Framings of Computational Thinking in K-12 CS Education, and
Lauri Malmi, Judy Sheard, Päivi Kinnunen, Simon, and Jane Sinclair. Computing Education Theories: What Are They and How Are They Used?
The John Henry Award
Since 2008 ICER has presented this award to the paper that, in the judgment of the conference delegates, attempts a task that may seem impossible, but pushes “the upper limits of our pedagogy.” (D. Valentine. CS Educational Research: a meta-analysis of SIGCSE Technical Symposium Proceedings. pp. 235-239 (March 2004)). Also known as the “Fool’s Award,” after the Tarot card “the Fool,” symbolizing the willingness to take risks and venture into the unknown, with the possibility of achieving great things.
- 2008: Paul Denny, John Hamer, Andrew Luxton-Reilly, Helen Purchase. PeerWise: students sharing their multiple choice questions
- 2009: Robert McCartney, Dennis J. Bouvier, Tzu-Yi Chen, Gary Lewandowski, Kate Sanders, Beth Simon, Tammy VanDeGrift. Commonsense computing (episode 5): algorithm efficiency and balloon testing
- 2010: Orni Meerbaum-Salant, Michal Armoni, Mordechai (Moti) Ben-Ari. Learning computer science concepts with scratch
- 2011: Sally Fincher, Josh Tenenberg, Anthony Robins. Research design: necessary bricolage
- 2012: Ian Utting, Neil Brown, Michael Kölling, Davin McCall, Philip Stevens. Web-scale data gathering with BlueJ
- 2013: Michael J. Lee, Amy J. Ko, Irwin Kwan. In-game assessments increase novice programmers’ engagement and level completion speed
- 2014: Josh Tenenberg and Yifat Ben-David Kolikant. Computer programs, dialogicality, and intentionality
- 2015: Kristin A. Searle and Yasmin B. Kafai. Boys’ Needlework: Understanding Gendered and Indigenous Perspectives on Computing and Crafting with Electronic Textiles
- 2016: Elizabeth Patitsas. Evidence That Computer Science Grades Are Not Bimodal
- 2017: Kathryn M. Rich, Carla Strickland, T. Andrew Binkowski, Cheryl Moran, Diana Franklin. K-8 Learning Trajectories Derived from Research Literature: Sequence, Repetition, Conditionals
- 2018: Greg L. Nelson and Amy J. Ko. On Use of Theory in Computing Education Research
- 2019: Lauren E. Margulieux. Spatial Encoding Strategy Theory: The Relationship between Spatial Skill and STEM Achievement