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1.	Cronhjort, Mikael, et al. (författare) Leadership and Pedagogical Skills in Computer Science Engineering by Combining a Degree in Engineering with a Degree in Education 2020 Ingår i: 2020 IEEE Frontiers in Education Conference (FIE). - : IEEE. - 0190-5848. - 9781728189611 ; , s. 1-9 Konferensbidrag (refereegranskat)abstract In this full paper on innovative practice, we describe and discuss findings from dual degree study programmes that combine a master's degree in engineering with a master's degree in education. This innovative study programme design has emerged in Sweden due to an alarming demand for more Upper Secondary School teachers in STEM subjects. Studies on alumni from these programmes indicate that the graduates are highly appreciated not only as teachers in schools, but also in business and industry, e.g. in roles as IT consultants and computer science engineers. Data indicate that the breadth of the combined education, and especially leadership and pedagogical skills, are important factors for these graduates' success as engineers.
2.	Riese, Emma, 1992-, et al. (författare) Experiences and lessons learned by offering introductory training for teaching assistants who teach computer science 2021 Ingår i: KTH SoTL. - Stockholm : KTH Royal Institute of Technology. Konferensbidrag (refereegranskat)abstract Teaching assistants (TAs), students that are employed to assist the faculty, play an important role in many courses, by for instance conducting tutorials, helping and guiding students, and assessing assignments [1]. Especially in the courses that are given to a large number of students, TAs are widely used as a way to enable one-to-one tutoring and individual feedback [2]. However, previous studies have shown that TAs are not always offered sufficient training [3]. In 2019, the EECS school decided to initiate a mandatory training course for all computer science TAs [4], and this is a brief report on the experiences of this initiative. The purpose of this initiative has been to make our TAs more comfortable and prepared in their TA role. This includes multiple aspects, for instance, to empower the TAs to ask for well-defined lab grading criteria, if that is missing.The first offering of the TA training course was given in January 2020. The course consists of five modules (expected time for each module in parentheses): 1. HR questions (30 min) 2. Classroom teaching (60 min) 3. Helping students and supervising lab sessions (60 min) 4. Workshop regarding assessment (120 min) 5. Discussion and reflection seminar about modules 1-3 (90 min)Modules 1-3 are online modules in Canvas [5], each containing several quizzes. Modules 4-5 are scheduled sessions that first took place on campus but since March 2020 have been conducted through Zoom. During the spring semester, the course was given in Swedish. In the summer of 2020, the course material was translated to English, and modules 4 and 5 are since then offered in both English and Swedish. The TAs are paid the same hourly salary for taking part in the TA training as they earn for teaching. TAs that are employed as amanuensis (sv. amanuens) are also required to enroll in the course and for them it counts as part of their competency development. All TAs that have participated in the TA training course have been given the opportunity to anonymously fill out a customized course evaluation, and informed consent to use the answers for research purposes has also been collected.Most of the TAs enrolled in the training course have given it positive reviews. A commonly mentioned strength of the course has been the interactive sessions, meeting and discussing with other TAs. Many TAs have also experienced the course as valuable for their TA development. For example, a TA wrote: “Great initiative, the course gives you tools that will make your role as a TA easier, and some grounds to develop within!”As instructors in the course, we have also learned from the processes and continued to improve and develop the course throughout the year, based on the feedback from the TAs. During the conference, we will be able to share more examples from the course content as well as results from the course evaluations.To offer an introductory TA training course has been a great experience for us involved in the course and, in general, resulted in positive evaluations from the TAs who participated in the training. A portion of what we teach is specific to computer science, while other elements of the training are more general and focus on pedagogical aspects and the TA role. We hope this initiative of TA training can spread across KTH and are more than happy to share our course material and experiences.
3.	Björn, Camilla, et al. (författare) Engineering students reflect on work-life relevant learning 2023 Ingår i: SEFI 2023 - 51st Annual Conference of the European Society for Engineering Education: Engineering Education for Sustainability, Proceedings. - : European Society for Engineering Education (SEFI). ; , s. 203-211 Konferensbidrag (refereegranskat)abstract As engineering education is a professional education, it should prepare students for working life. However, there are obvious limitations to the amount of content that is possible to cover and the authenticity of the learning environments. In this study, we investigate the students' awareness and perception of these limitations by answering the following two research questions: What competencies do the students view as work-life relevant? How do students reflect on their opportunities to learn these competencies? The context of the study is the five-year Master of Science in Engineering and Computer Science at KTH Royal Institute of Technology. Throughout the programme, the students attend a programme-integrated course with four reflection seminars including written assignments each year. In their fourth year they wrote reflections on their perceived work-life readiness and 38 of these reflections were analysed thematically in this study. We find that students expressed an elaborate view of what constitutes work-life relevant competencies. They readily identify learning experiences in the programme where they have developed such competencies, for instance through projects. They also show an understanding that there are limitations in the ability of the university environment to achieve fully authentic learning experiences. Many students see it as their own responsibility and necessity to complement their education with other opportunities for work-life relevant learning, such as hobby projects or internships. Others seem relaxed about any gap they may have in their work-life preparation and expect to learn on their first job.
4.	Björn, Camilla, et al. (författare) Variables Affecting Students' Success in CS2 2023 Ingår i: ITiCSE 2023. - : Association for Computing Machinery (ACM). ; , s. 257-263 Konferensbidrag (refereegranskat)abstract When trying to understand student success in computer science, much of the attention has been focused on CS1, leaving follow-up courses such as CS2 less researched. Prior studies of CS2 have often taken a deductive approach by focusing on predetermined variables such as CS1 grades, the impact of different paths from CS1 to CS2, gender and race. Although this has resulted in a better insight into these variables, we wonder if there might be another way of viewing which variables affect the students' success in the course. We have therefore chosen an inductive approach to better understand what these variables might be and how they interplay. This was done by analysing 16 semi-structured interviews with students enrolled in CS2 who have another speciality than computer science. The interviews focused mainly on the students' methods for succeeding in the course, experiences of the course and programming background. Through a thematic analysis of the interviews, we found the following five main success variables for CS2: programming competence, computer literacy, opportunity to receive help, ability to help oneself and teaching. These variables can in several cases be related to the ones previously addressed, however, they can also offer a different perspective on student success in the course.When trying to understand student success in computer science, much of the attention has been focused on CS1, leaving follow-up courses such as CS2 less researched. Prior studies of CS2 have often taken a deductive approach by focusing on predetermined variables such as CS1 grades, the impact of different paths from CS1 to CS2, gender and race. Although this has resulted in a better insight into these variables, we wonder if there might be another way of viewing which variables affect the students' success in the course. We have therefore chosen an inductive approach to better understand what these variables might be and how they interplay. This was done by analysing 16 semi-structured interviews with students enrolled in CS2 who have another speciality than computer science. The interviews focused mainly on the students' methods for succeeding in the course, experiences of the course and programming background. Through a thematic analysis of the interviews, we found the following five main success variables for CS2: programming competence, computer literacy, opportunity to receive help, ability to help oneself and teaching. These variables can in several cases be related to the ones previously addressed, however, they can also offer a different perspective on student success in the course.
5.	Bälter, Olle, et al. (författare) English-medium instruction and impact on academic performance: a randomized control study 2023 Ingår i: Applied Linguistics Review. - : Walter de Gruyter GmbH. - 1868-6311 .- 1868-6303. ; In Press Tidskriftsartikel (refereegranskat)abstract Stakeholders and researchers in higher education have long debated the consequences of English-medium instruction (EMI); a key assumption of EMI is that students' academic learning through English should be at least as good as learning through their first language (usually the national language). This study addressed the following question: “What is the impact from English-medium instruction on students’ academic performance in an online learning environment?” “Academic performance” was measured in two ways: number of correctly answered test questions and through-put/drop-out rate. The study adopted an experimental design involving a large group (n = 2,263) randomized control study in a programming course. Student participants were randomly allocated to an English-medium version of the course (the intervention group) or a Swedish-medium version of the course (the control group). The findings were that students enrolled on the English-medium version of the course answered statistically significantly fewer test questions correctly; the EMI students also dropped out from the course to a statistically significantly higher degree compared to students enrolled on the Swedish version of the course. The conclusion of this study is thus that EMI may, under certain circumstances, have negative consequences for students’ academic performance.
6.	Cronhjort, Mikael, et al. (författare) Nationellt erfarenhetsutbyte och utmaningar för civilingenjörsutbildning 2020 Ingår i: Proceedings of 7:e Utvecklingskonferensen för Sveriges ingenjörsutbildningar. ; , s. 231-232 Konferensbidrag (refereegranskat)abstract Vi vill i en workshop identifiera behovoch intresse för att bilda ett nätverk för civilingenjörsutbildningar i Sverige. Vi tror att det kan finnas ett behov av etteget forum för att diskutera utmaningar som är specifika förcivilingenjörsutbildningar. Vi presenterar här några förslag påområden som vi på KTH tror att kan vara intressanta att ta uppi ett sådant nätverk, men vi är mycket intresserade av att läraoss om vilka utmaningar som uppfattas som intressanta ochviktiga på andra lärosäten.
7.	Högfeldt, Anna-Karin, et al. (författare) Leadership, support and organisation for academics'€™ participation in engineering education change for sustainable development 2022 Ingår i: European Journal of Engineering Education. - : Informa UK Limited. - 0304-3797 .- 1469-5898. Tidskriftsartikel (refereegranskat)abstract This work spotlights the experiences from ten years of implementing sustainable development in all educational programs at a technical university. With a focus on the critical issue of involving more academics in the work, experiences are shared through an ethnographic account including focus group interviews. "€˜Sustainable development"€™ has been perceived as both superficial and overwhelming; unclear yet somehow predetermined; it has been perceived to demand non-existent space in the curriculum; and it has challenged the academics regardless of the subjects'€™ relatedness to sustainability. It is concluded that the evolution of a web of interconnected people, key academics, activities, norms and tools has contributed to an increased participation. The work for authenticity, reliability and feasibility, along with institution-wide and long-term academic development tools is presented.
8.	Högfeldt, Anna-Karin, et al. (författare) Mellan vision och praktik i förändring : Övergripande arenor och nätverk som hållbara mötesplatser? 2020 Ingår i: Hållbart lärande. Konferensbidrag (refereegranskat)abstract Universitet över hela världen svarar med olika strategier och initiativ på det ökandeförändringsbehovet av den högre utbildningens innehåll, form och resultat (Geschwind, 2019). Dettabidrag syftar till att analysera hur KTH:s övergripande nätverk och arenor för utbildningens utvecklingkan fungera som mötesplatser och bidra till en dialog mellan vision och praktik i förändring.Det finns en medvetenhet om förändringsarbetets komplexa natur inom högre utbildning (Högfeldt,2018; Roxå et al, 2011; Kezar, 2011; Fisher & Henderson, 2018), där övergripande ledord och visionersällan kan översättas i omedelbar handling i lärares och studenters vardag (Barman et al, 2016). Vanligtförekommande barriärer för förändringsarbete är organisationens strukturer, profilering ochvärdesättning (Trowler, 2001; Hellawell & Hancock, 2001; Edström, 2017). UKÄ (2017) drar slutsatsenatt det som kännetecknar goda förutsättningar för förändringsarbete är ledarskap och lärareskunskapsbildning och engagemang. Bendermacher et al (2017) visar i en kartläggning att de mestvälfungerande miljöerna har en sammanhållen kvalitetskultur som är inkluderande och tillåter ad-hocbottomup-initiativ. KTH har senaste decenniet arbetat med att utveckla arenor för att tillvarataorganisationens kraft och kompetens.År 2012 startades programansvarigas nätverk, PA-nätverket, efter att en intern utbildningsutvärderingidentifierat programansvarsrollen som otydlig och svår. Nätverksträffarna hålls månatligen. Exempelpå teman är genomströmning, jämställdhetsintegration och programsammanhållning.Studierektorsnätverket bildades 2017, där de månadsvisa träffarna behandlar teman som digitalexamination och bättre användning av lärosalar. Vid ett par tillfällen har nätverken gemensammaträffar med teman som studentinflytande och särskild behörighet för kurser.Nätverken kompletteras med s.k. storträffar som är öppna för alla på KTH 1 . Storträffarna hållsterminsvis och varar en halvdag. Varje deltagare kan delta i tre rundabordsdiskussioner och haromkring tio olika teman att välja på. Efter diskussionerna sammanfattar bordsledarna i plenum.Storträffen avslutas med att vicerektor för utbildning ger sina reflektioner och diskuterar hur arbetetgår vidare. För att underhålla det kontinuerliga arbetet mellan storträffarna arrangeras olika grupper runt prioriterade frågor, öppna för alla anställda och studenter. Här utbyts kunskaper, förslaggenereras och storträffarna används för förmedling och återkoppling.Analysen vilar bland annat på enkäter i samband med storträffarna. 2019 var 83% av deltagarna nöjda.Majoriteten framhöll att de fått nya idéer och fått dela egna erfarenheter. Endast 5% uppger att deinte var bekväma att delta aktivt i diskussionerna. Antalet deltagare vid träffarna har successivt ökat,och vi ser att olika roller och funktioner hittar fram. Samtidigt vet vi att det är många som inte hittarsin plats i den här typen av sammanhang. Vi vill med detta bidrag analysera KTH:s arenor och nätverkgällande i vilken utsträckning de uppfyller behovet av att stärka kopplingen mellan vision och praktik.
9.	Högfeldt, Anna-Karin, et al. (författare) Organizing for Capacity and Involvement among Faculty, Students and Staff in Engineering Education Change : 10 Years of Development 2021 Ingår i: Proceedings of 2021 World Engineering Education Forum/Global Engineering Deans Council, WEEF/GEDC 2021. - : Institute of Electrical and Electronics Engineers Inc.. ; , s. 340-348 Konferensbidrag (refereegranskat)abstract KTH, as most universities, is going through major transformations to respond to the challenges in society. In this contribution, we present ten years of development work that has aimed to enable strengthened participation in educational change, across KTH's organizational boundaries-among teachers, students, and administrative staff. A practitioner and action-oriented approach has guided the development work, from 2011 to today, in creating new meeting arenas. The pandemic outbreak and the associated paralysis of our normal activities proved to lead to an increased importance of the established arenas for educational issues. A broadening could be seen in participating actors and a significant increase in the number of participants. We conclude with emphasizing the value we see with organizing for participation in the transformation of higher education.
10.	Kann, Viggo, 1964- (författare) Att ta upp jämställdhet, mångfald och likabehandling med datateknikstudenter på KTH 2015-2021 2021 Konferensbidrag (refereegranskat)abstract Att ta upp frågor om jämställdhet, mångfald och likabehandling i en ingenjörsutbildning är viktigt men känsligt. Vi har utvecklat seminariet Minoriteter och likabehandling för civilingenjörsprogrammet i datateknik på KTH och gett vid tre tillfällen inom den programsammanhållande kursen. Vi analyserar vilket motstånd seminariet stötte på år 2018 och beskriver hur vi arbetat för att seminariet skulle kunna ges smidigare år 2021. Data från studentenkäter visar att motståndet har minskat och att merparten av studenterna tycker att seminariet nu är givande.
11.	Kjellgren, Björn, et al. (författare) Gärna pedagogisk utveckling - men inte utan tid och erkännande: Lärares syn på pedagogik och utvecklingsarbete 2020 Konferensbidrag (refereegranskat)abstract Kvalitet i högre utbildning förutsätter ett kontinuerligt och hållbart engagemang för pedagogiskutveckling bland lärare och ledning. Universitetsledningens intentioner framgår i de styrdokument,handlingsplaner och visioner som tas fram på lärosätet och innehåller som regel fina ord omutbildningens betydelse även vid forskningstunga institutioner. Det är svårare att skaffa sig en bild avden undervisande personalens bild av detta, dels för att de flesta av dem inte är inkluderade idiskussionerna och dels för att det kan finnas ett gap mellan de frågor som lärare ser som relevantaoch de frågor ledningen är intresserad av att driva.Åren 2014-2016 genomförde KTH en satsning för att bredda det pedagogiska engagemanget ochminska avståndet mellan universitetets högskolepedagoger och övriga lärare genom att utsepedagogiskt intresserade lärare till pedagogiska utvecklare på deltid. Några av dessa pedagogiskautvecklare utvecklade en enkät för att undersöka hur den undervisande personalen såg på en radfrågor relaterade till arbetssituation, förutsättningar för eget och kollegialt lärande, undervisningensmeritvärde och tankar om nuvarande och framtida pedagogik. Undersökningen var också tänkt attutifrån ett kollegialt perspektiv utforska hur lärarna såg på den faktiska situationen jämfört med derasidealbild av universitetspedagogik och universitetsarbete. Tanken var även att följa utvecklingenlongitudinellt för att identifiera trender och resultat av pedagogiska satsningar. Enkäten har hittillsskickats ut två gånger, 2016 (2240 respondenter, 20,0% svarsfrekvens) och 2019 (2534 respondenter,16,8% svarsfrekvens).Vi kommer i vårt bidrag att redovisa några av de intressantare resultaten från undersökningarna ochdiskutera implikationerna av dessa både för lärare och för universitetsledning. Vi finner att det blandrespondenterna finns ett starkt pedagogiskt intresse och en tendens till ökat kollegialt samarbete kringpedagogik, något som i litteraturen lyfts fram som ett tecken på framgångsrika mikrokulturer. Det finnsockså en konstant syn på att universitetet inte gör tillräckligt för att stödja och premiera pedagogisktarbete och ett relativt svagt förtroende för universitetets pedagogiska ledarskap men också förstudenternas pedagogiska engagemang. Vi kommer också att lyfta fram studien som en potentiellmodell för gräsrotsdrivna pedagogiska initiativ och redogöra för den speciella arbetsgång som liggerbakom vårt arbete. Inför framtiden visar vi också på de effekter det kan tänkas få, exempelvis genomatt permanentas som en del av universitetets kvalitetssäkringsarbete. Sist men inte minst kommer viatt betona vikten av att lärarnas åsikter kopplas till studenternas upplevelser av lärmiljöer och till derasmöjligheter att reellt bidra till det pedagogiska förändringsarbetet vid universitetet.
12.	Kjellgren, Björn, et al. (författare) Looking from the inside: Peer-exploration of teaching and learning experiences and attitudes among faculty at a technical university 2020 Ingår i: Proceedings of the 2020 IEEE Frontiers in Education Conference (FIE). - Uppsala : Institute of Electrical and Electronics Engineers (IEEE). Konferensbidrag (refereegranskat)abstract This full paper presentation starts with the understanding that in the present-day audit society, in which most academics also find themselves, assessment and probing are usually done from positions of higher authority, and not always with quality improvement as the main driving force. In the context of teaching and learning in higher education, this can result in pedagogical evaluations that seem to take uncalled-for interest in areas of little concern to teachers, potentially omitting areas of greater interest to them. In contrast, this paper describes the process and outcomes of a grass-roots initiative to assess the experiences and attitudes toward teaching and learning at the university among peers. In 2014, a university-financed project was launched at KTH Royal Institute of Technology to engage more teachers in the university’s educational development work. The university initially selected 24 self-nominated teachers who were given relatively free reins to work on educational development projects. This project was one of them.The assessment took the form of a survey targeting all teaching – or potentially teaching – faculty at the university, carried out first in 2016 and then repeated in 2019. The first survey was sent out to 2,204 respondents, and the second to 2,534 respondents, with response rates of 20% and 17% respectively. This paper will describe the process of designing these surveys, looking at what was asked about and what was not asked about, as well as the process of getting internal approval for sending them out to a survey-fatigued faculty. The paper also reports on the results in terms of both some key findings and in terms of the effect of the survey work itself on different stakeholders and potential agents of change at the university. Most importantly, however, this paper will discuss the conditions and prerequisites for grass-roots initiatives such as this to succeed, based on the literature and on the experiences gained through the survey work. Grounded in this discussion, we will suggest strategies to help teachers at other universities successfully repeat this or similar endeavours.
13.	Riese, Emma, 1992-, et al. (författare) Computer Science Majors’ Experiences of Their Distance Education Caused by the COVID-19 Pandemic 2021 Ingår i: 2021 IEEE Global Engineering Education Conference (EDUCON). - : Institute of Electrical and Electronics Engineers (IEEE). ; , s. 393-397 Konferensbidrag (refereegranskat)abstract The COVID-19 pandemic caused many universities to switch from on-campus education to distance education, in just a couple of days. In this study, we investigate how computer science (CS) majors experienced the emergency remote education during the first months of the pandemic. We sent out a survey to bachelor’s and master’s students, which yielded 794 responses. In the survey, we asked the students to compare the online education to their on-campus education on a number of aspects, such as motivation, experienced stress and the possibility to collaborate with other students. We also asked the students to compare the quality of learning activities, such as lectures and tutorials. The results show that students preferred the on-campus setting in all aspects, but on open-ended questions about advantages, the students stated the new education format made their schedule more flexible, increased accessibility of learning material, and reduced commuting time. We also identified some differences between the students’ year of study, implying that different courses did not adapt to the new conditions equally well.
14.	Riese, Emma, 1992-, et al. (författare) Computer Science students’ perceptions of emergency remote teaching caused by the COVID-19 pandemic 2021 Ingår i: KTH SoTL 2021. - Stockholm : KTH SoTL 2021, March 10, Stockholm, Sweden. Konferensbidrag (refereegranskat)abstract When the COVID-19 pandemic broke out, universities all over the world had to close down their campuses and move all education online in just a matter of days [1]. At KTH, where a vast majority of the education typically takes place on campus, this caused a very rapid change. In this study, we wanted to evaluate how the students had experienced their education and surveyed students enrolled in year 1-3 of the 5 year computer science and engineering programme, and in both years of the master of science program in computer science.The surveys were distributed in May 2020, as part of a mandatory assignment in the program integrating courses in the respective programmes [2]. It was mandatory for the students to fill out the survey, but the students were not graded on their responses. We got responses from almost all active students, altogether 794 respondents (139, 173, 148, 166, 168, for each grade respectively). We asked the students to compare the typical campus education before the pandemic, with the spring semester's digital education, on a number of aspects, such as stress, procrastination, motivation, and their experienced possibility to fulfill the learning outcomes. We also specifically asked the students to compare the quality of different course activities, such as lectures, tutorials, and computer labs. All of these questions were asked on a 7-point Likert scale ranging from 1 = Distance education is considerably better, to 7 = Campus education is considerably better, and with 4 being a neutral value. In addition, we also asked the students to name the main advantages and disadvantages of this new education format, in two open-ended questions.In general, the results show that the majority of the students preferred the on-campus setting in all aspects and regarding all course activities. This was shown to be statistically significant as one-sample Wilcoxon signed ranked tests, testing the null hypnosis that the median =4 (that is that distance education and on-campus were experienced as equivalent), all had p-values< 0.05, favoring the on-campus setting. The students were slightly more positive about the online lectures, and many students stated, in the open question, that having recorded lectures makes it easy to pause and rewatch if needed. The students also appreciated the flexibility that comes with remote teaching and that their commuting time disappeared. There were also a couple of differences between different grades, where for instance first-year Master students were more positive about online lectures compared to 2nd and 3rd-year bachelor students. The main disadvantages that students mentioned were lack of motivation, study discipline, and lack of social interactions with other students as well as teachers. During the conference, a more detailed presentation of the collected data will be given. It is, however, also important to remember that the results show the students’ perceptions of online education given during the first months of the pandemic. It does not imply that distance education, in general, is experienced as less sufficient, it rather shows that last-minute changes from a familiar on-campus setting to a remote one are very challenging. When evaluating the results during the pandemic it is important to note that distance education is not the same as emergency online education [3].Remote emergency teaching is challenging, and this is well reflected in the students’ perception of their education during the spring semester of 2020. We should, however, learn from the experience and for instance, recorded lectures seem to be something the students would appreciate also in a post-covid-19 world.
15.	Riese, Emma (författare) Perspectives on Assessment in Introductory Computer Science Courses : Exploring and Comparing Experiences of Students, Teaching Assistants, and Course Coordinators 2022 Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract Assessments of students' performances, including providing the students with feedback, are central parts of course design in higher education. These assessments can be carried out in different ways and with different purposes. The introductory programming courses (CS1) are often given to a large group of students, many of whom are non-computer science majors. To conduct the assessments and provide the students with individual feedback, teaching assistants (TAs, students with prior experience of the subject) are often employed to assist the course coordinators (main instructors) in these courses.The practice-based research aim of this thesis is to give recommendations to course coordinators and TAs on how to integrate assessment situations in CS1 courses, aiming to be experienced as fair and valid examinations and opportunities to provide the students with useful feedback. To do so, the experiences and use of assessments within CS1 courses given to non-computer science majors, are explored from the perspective of students, TAs, and course coordinators. The three stakeholders' experiences are also compared, and to further understand the experiences, the TAs' and course coordinators' perceptions of their roles in relation to the assessments are explored. The studied assessment types include lab assignments, midterm exams, and individual final projects. By using a mixed-method approach with a qualitative starting point, each of the stakeholders' perspectives has been studied in detail, mostly within a Swedish context. The research uncovers the complex role of the TAs and the other stakeholders' strong dependency on them. The results suggest that each of the three studied assessment types has weaknesses and strengths that often are experienced differently by the stakeholders. This includes pitfalls with how assessment situations, designed by course coordinators to be both learning activities and graded, are challenging for the TAs to conduct. The assessments then risk being experienced by the students as unfair or dependent on the TA. Further, the results suggest that TAs face challenges related to the student-TA relationship, specifically how to handle being friends with the students they teach. The large group of students limits the course coordinators' role in the assessments, and they have a monitoring role not always visible to the students.Recommendations for TAs and course coordinators, grounded in the research results, are presented in the thesis. Further implications from the research, in the form of TA training initiatives, are also described and evaluated as part of this thesis work.
16.	Riese, Emma, et al. (författare) Teaching Assistants' Experiences of Tutoring and Assessing in Computer Science Education 2020 Ingår i: 2020 IEEE FRONTIERS IN EDUCATION CONFERENCE (FIE 2020). - : IEEE. Konferensbidrag (refereegranskat)abstract This Research, Full Paper presents a study on the experiences of teaching assistants (TAs) in Computer Science (CS) courses. TAs are widely used in CS education, to reduce the workload of faculty. A way to allow smaller groups of students in tutorials and individual guidance in lab sessions, even though the numbers of students in the classes are increasing. The aim of this study is to describe the TAs, own experiences of their role, which work tasks they have and how they are carried out. Fifteen semi-structured interviews with TAs, who were themselves studying towards a bachelor's or master's degree, were carried out and analyzed using thematic analysis. The results indicate that the TAs typically work alone with preparing the material for the tutorials and that they are given a high amount of freedom both regarding which examples to explain and which pedagogical approaches to use. During the lab sessions the students conduct lots of different tasks, related to assessment and tutoring. In the paper, we present a framework with the identified work tasks, with descriptions on how they were carried out. The thematic analysis resulted in six role descriptions; as a teacher, friend, tutor, grader, mentor and apprentice. Combining the roles as tutors and graders, can be experienced as tricky, especially if the instructions and grading criteria are lacking details. The TAs can also view themselves as both a teacher and a friend to their students, which could cause conflicts of interest to arise. The TAs could experience to be an apprentice to the course coordinator and senior TAs, but also to be a mentor for the students and more novice TA colleagues. The implications of this study could be of use for faculty who employ TAs in their courses or are conducting or planning TA training sessions. Based on the result, we have made some recommendations for TA training.
17.	Riese, Emma, 1992-, et al. (författare) Training Teaching Assistants by Offering an Introductory Course 2022 Ingår i: Proceedings of the 53rd ACM Technical Symposium V.1 on Computer Science Education (SIGCSE 2022). - New York, NY, USA : Association for Computing Machinery (ACM). ; , s. 745-751 Konferensbidrag (refereegranskat)abstract Teaching assistants (TAs) are often used in computer science (CS) courses to conduct tutorials in smaller groups and to be able to provide students with one-to-one help sessions. TAs can also assist with the assessment, which can be time-consuming in large classes. Previous research does, however, indicate that TAs can be poorly prepared for their work tasks. In this experience report, we present a TA training course that addresses this issue and prepares new TAs for their responsibilities. This includes conducting tutorials, tutoring and providing students with useful feedback in lab settings, and conducting assessments. In addition, we also aimed at creating a safe space for our TAs to discuss challenges and fears that they foresee or have already experienced as TAs. To do this, we developed an introductory course consisting of five modules, that are based on previous research on TAs in CS and in the Technological Pedagogical Content Knowledge (TPACK) framework. The modules are: HR questions, classroom teaching, helping and supervising in lab sessions, assessment, and reflection and discussion. The course is given in a blended learning format, where the first three modules are student-paced online modules, while the last two are synchronous meetings. To evaluate the training, we present course evaluation results from 53 TAs who enrolled in this 6-hours course during the 2020/2021 academic year. We conclude that this TA training course has been well appreciated by almost all the participants, discuss lessons learned and future plans.
18.	Riese, Emma, 1992-, et al. (författare) Training Teaching Assistants in Assessment of Lab Assignments in Computer Science at a Swedish University 2022 Ingår i: Nordic Journal of STEM Education. - : Norwegian University of Science and Technology (NTNU) Library. - 2535-4574. ; 4:2, s. 71-84 Tidskriftsartikel (refereegranskat)abstract Teaching assistants (TAs), students who assist the faculty, are widely used in computer science (CS) courses. Previous studies have, however, shown that TAs could be poorly prepared and need training. Particularly, an interview study has shown that one of the areas where the TAs experience uncertainty is when assessing students’ oral presentations of their lab assignments. Based on that result and by interviewing course coordinators, we have developed and offered training workshops about assessment in CS. We invited our TAs in the introductory CS courses to participate on a voluntary basis. By distributing pre-workshop surveys at the beginning of each semester, and post-workshop surveys at the end of the semesters, to both workshop attendees (50) and non-attendees (44), we studied how the TAs conducted the assessments and what impact the training workshop had on their self-reported practice. Both surveys had 11 identical statements that the TAs were asked to rate on a 7-point Likert scale. We also conducted interviews with four workshop attendees and three non-attendees. The results showed a significant difference between the two groups in the post-workshop survey: workshop attendees disagreed more with the statement “I try to assess students' understanding rather than the program”, which is more in line with the instructions given. In addition, when comparing pre- and post-workshop answers, the workshop attendees stated that they were less inclined to ask for help, experienced that the lab instructions were not detailed enough, and were more inclined to ask questions that convinced them that the students had written the program themselves. In the control group, no significant differences between pre- and post-tests were found.
19.	Sjöbergh, Jonas, et al. (författare) Granska API – an Online API for Grammar Checking and Other NLP Services 2021 Ingår i: NEALT Proceedings Series. - Linköping : Linköping University Electronic Press. - 1736-8197 .- 1736-6305. Tidskriftsartikel (refereegranskat)abstract We present an online API to access a number of Natural Language Processing services developed at KTH. The services work on Swedish text. They include tokenization, part-of-speech tagging, shallow parsing, compound word analysis, word inflection, lemmatization, spelling error detection and correction, grammar checking, and more. The services can be accessed in several ways, including a RESTful interface, direct socket communication, and premade Web forms. The services are open to anyone. The source code is also freely available making it possible to set up another server or run the tools locally. We have also evaluated the performance of several of the services and compared them to other available systems. Both the precision and the recall for the Granska grammar checker are higher than for both Microsoft Word and Google Docs. The evaluation also shows that the recall is greatly improved when combining all the grammar checking services in the API, compared to any one method, and combining services is made easy by the API.
20.	Sjöbergh, Jonas, et al. (författare) Granska API – an Online API forGrammar Checking and Other NLP Services 2020 Konferensbidrag (refereegranskat)abstract We present an online API to access many Nat-ural Language Processing services developedat KTH. The services work on Swedish text.They include tokenization, part-of-speech tag-ging, shallow parsing, compound word anal-ysis, word inflection, lemmatization, spellingerror detection and correction, grammar check-ing, and more. The services can be accessed inseveral ways, including a RESTful interface,direct socket communication, and pre-madeWeb forms. The services are open to anyone.The source code is also freely available mak-ing it possible to setup another server or runthe tools locally.

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