Google Award Program stimulates Journalism and CS collaboration

Posted by Krishna Bharat, Distinguished Research Scientist

Last fall, Google invited academic researchers to participate in a Computational Journalism awards program focused on the intersection of Computer Science and Journalism. We solicited proposals for original research projects relevant to today’s fast evolving news industry.

As technology continues to shape and be shaped by the media landscape, applicants were asked to rethink traditional models and roles in the ecosystem, and reimagine the lifecycle of the news story in the online world. We encouraged them to develop innovative tools and open source software that could benefit readers and be game-changers for reporters and publishers. Each award includes funding of $60,000 in cash and $20,000 in computing credits on Google’s Cloud Platform.

We congratulate the recipients of these awards, whose projects are described below, and look forward to the results of their research. Stay tuned for updates on their progress.

Larry Birnbaum, Professor of Electrical Engineering and Computer Science, and Journalism, Northwestern University
Project: Thematic Characterization of News Stories
This project aims to develop computational methods for identifying abstract themes or "angles" in news stories, e.g., seeing a story as an instance of "pulling yourself up by your bootstraps," or as a "David vs. Goliath" story. In collaboration with journalism and computer science students, we will develop applications utilizing these methods in the creation, distribution, and consumption of news content.

Irfan Essa, Professor, Georgia Institute of Technology
Project: Tracing Reuse in Political Language
Our goal in this project is to research, and then develop a data-mining tool that allows an online researcher to find and trace language reuse. By language reuse, we specifically mean: Can we find if in a current text some language was used that can be traced back to some other text or script. The technical innovation in this project is aimed at (1) identifying linguistic reuse in documents as well as other forms of material, which can be converted to text, and therefore includes political speeches and videos. Another innovation will be in (2) how linguistic reuse can be traced through the web and online social networks.

Susan McGregor, Assistant Director, Tow Center for Digital Journalism, Columbia Journalism School
Project: InfoScribe
InfoScribe is a collaborative web platform that lets citizens participate in investigative journalism projects by digitizing select data from scanned document sets uploaded by journalists. One of InfoScribes primary research goals is to explore how community participation in journalistic activities can help improve their accuracy, transparency and impact. Additionally, InfoScribe seeks to build and expand upon understandings of how computer vision and statistical inference can be most efficiently combined with human effort in the completion of complex tasks.

Paul Resnick, Professor, University of Michigan School of Information
Project: RumorLens
RumorLens is a tool that will aid journalists in finding posts that spread or correct a particular rumor on Twitter, by exploring the size of the audiences that those posts have reached. In the collection phase, the user provides one or a few exemplar tweets and then manually classifies a few hundred others as spreading the rumor, correcting it, or labeling it as unrelated. This enables automatic retrieval and classification of remaining tweets, which are then presented in an interactive visualization that shows audience sizes.

Ryan Thornburg, Associate Professor, School of Journalism and Mass Communication, University of North Carolina at Chapel Hill
Project: Public Records Dashboard for Small Newsrooms
Building off our Knight News Challenge effort to bring data-driven journalism to readers of rural newspaper websites, we are developing an internal newsroom tool that will alert reporters and editors to potential story tips found in public data. Our project aims to lower the cost of finding in public data sets stories that shine light in dark places, hold powerful people accountable, and explain our increasingly complex and interconnected world. (Public facing site for the data acquisition element of the project at http://open-nc.org)

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Computational Complexity The Burden of Large CS Enrollments

The Computational Complexity blog recently posted a piece on The Burden of Large Enrollments in CS departments. It seems that this trend is global but interestingly they point out that if you average out the growth over the booms and bust in CS enrolment since they 1970s, the growth rate is a steady 10%. 
Thanks to my colleague Mark for bringing this to my attention.




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Announcing the Google CS Engagement Small Awards Program

Posted by Leslie Yeh Johnson, University Relations

(cross-posted on the Google for Education blog)

College students are more interested than ever in studying computer science. There has been an unprecedented increase in enrollment in Computer Science undergraduate programs over the past six years. Harvard University’s popular introductory CS course CS50 has recently claimed the spot as the most enrolled course on campus. An astounding 50% of Harvey Mudd’s graduates received engineering degrees this year. However, while the overall number of students in introductory computer science courses continue to climb, the number of students who go on to complete undergraduate degrees in this field, particularly among women and under-represented minorities, does not match this increase in individual course enrollment (2013 Taulbee Survey).

Recent findings show that while students may begin a CS degree program, retaining students after their first year remains an issue. Research indicates that one of the strongest factors in the retention of students in undergraduate CS degrees is early exposure to engaging courses and course material, such as high quality assignments that are meaningful and relevant to the student’s life or classroom activities that encourage student-to-student interaction. When an instructor or department imbeds these practices into the introductory CS classroom, students remain excited about CS and are more likely to complete their undergraduate CS degree.

At Google we believe in the importance of preparing the next generation of computer scientists. To this end, we’ve created the CS Engagement Small Grants Program to support educators teaching introductory computer science courses in reaching their engagement and retention goals. We’ll give unrestricted gifts of $5,000 to the selected applicants’ universities, towards the execution of engaging CS1 or CS2 courses in the 2014-2015 school year. We encourage educators who are teaching CS1 and CS2 courses at the post-secondary level to apply to the Google CS Engagement Small Grants Program. Applications will be accepted through November 15, 2014 and will be evaluated on an ongoing basis. If you’re interested in applying, please check out the Call for Proposals.

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The Thorny Issue of CS Teacher Certification

Posted by Chris Stephenson, Head of Computer Science Education Programs

(Cross-posted on the Google for Education Blog)

There is a tremendous focus on computer science education in K-12. Educators, policy makers, the non-profit sector and industry are sharing a common message about the benefits of computer science knowledge and the opportunities it provides. In this wider effort to improve access to computer science education, one of the challenges we face is how to ensure that there is a pipeline of computer science teachers to meet the growing demand for this expertise in schools.

In 2013 the Computer Science Teachers Association (CSTA) released Bugs in the System: Computer Science Teacher Certification in the U.S. Based on 18 months of intensive Google-funded research, this report characterized the current state of teacher certification as being rife with “bugs in the system” that prevent it from functioning as intended. Examples of current challenges included states where someone with no knowledge of computer science can teach it, states where the requirements for teacher certification are impossible to meet, and states where certification administrators are confused about what computer science is. The report also demonstrated that this is actually a circular problem - States are hesitant to require certification when they have no programs to train the teachers, and teacher training programs are hesitant to create programs for which there is no clear certification pathway.

Addressing the issues with the current teacher preparation and certification system is a complex challenge and it requires the commitment of the entire computer science community. Fortunately, some of this work is already underway. CSTA’s report provides a set of recommendations aimed at addressing these issues. Educators, advocates, and policymakers are also beginning to examine their systems and how to reform them.

Google is also exploring how we might help. We convened a group of teacher preparation faculty, researchers, and administrators from across the country to brainstorm how we might work with teacher preparation programs to support the inclusion of computational thinking into teacher preparation programs. As a result of this meeting, Dr. Aman Yadav, Professor of Educational Psychology and Educational Technology at Michigan State University, is now working on two research articles aimed at helping teacher preparation program leaders better understand what computational thinking is, and how it supports learning across multiple disciplines.

Google will also be launching a new online course called Computational Thinking for Educators. In this free course, educators working with students between the ages of 13 and 18 will learn how incorporating computational thinking can enhance and enrich learning in diverse academic disciplines and can help boost students’ confidence when dealing with ambiguous, complex or open-ended problems. The course will run from July 15 to September 30, 2015.

These kind of community partnerships are one way that Google can contribute to practitioner-centered solutions and help further the computer science education community’s efforts to help everyone understand that computer science is a deeply important academic discipline that deserves a place in the K-12 canon and well-prepared teachers to share this knowledge with students.

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