cse research paper format

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CSE Style: Formatting Guidelines

If your instructor has his or her own requirements, follow them. These guidelines are the most commonly required.

Scientific Writing Conventions

• Proofreading

Subheadings

Tables and figures, general formatting.

Use Times New Roman or a similar font, 12 point in size with standard 1 inch (2.54 cm) margins.

Double-space throughout the essay, including for block quotations (where relevant) and the list of references.

When beginning a new paragraph, indent five spaces or ½ inch.  Keep the text alignment to the left.

All pages should be numbered in the top right corner (use only the number, do not write page, p. pg.). You may include your last name before each page number as a precaution against lost pages: (Bealey 4). Microsoft Word will save you time by numbering every page and will can create a running head of your name and the page number.

Scientific conventions of writing, including mathematical expressions, chemical formulas and taxonomical nomenclature are laid out in detail in the eighth edition of Scientific Style and Format: The CSE Manual for Authors, Editors, and Publishers .

Proofreading 

Don't forget to proofread carefully as well as running a spell check and grammar check. There are many differences among Canadian, American, and British spellings of some words, so choose your preference (Canadian) and make sure your spell check is set to it. Be consistent throughout your essay. Don't spell the word "centre", as "centre" in one place and as "center" in another.

Subheadings help both the author and reader to organize the text.  Headings remain in the original font of the paper, and either centered over the text or located at the left margin. First level headings are capitalized and bolded and second level headings are capitalized but not bolded.  Further details on subheadings can be found in the eighth edition of Scientific Style and Format: The CSE Manual for Authors, Editors, and Publishers.

Subheading Formats

First level: bold capitals and lowercase

Second level: capitals and lowercase             

Third level: italic small capitals                 

Label and title both tables and figures.  Tables are labelled “Table 1” and numbered consecutively.  A title, which briefly identifies the data in the table, follows the label; both are positioned at the top of the table. 

The labels, titles and captions for maps, graphs, charts or other images are placed below the figure with consecutively numbered labels.  A title, which briefly describes the figure, follows the label.  A caption offers more detailed information on the figure.

Refer to tables and figures in the text of your paper by their label:

The tensile strength of the new alloy was double that of the old one (Table 3).

• A title page is required for CSE. The title page should include the full title, writer’s name, name of course, instructor’s name, and date, and all of this information should be centered.
• Don't underline, italicize, or bold the title, and it is not necessary to put it in quotation marks or in block capitals.
• The entire title page should be double spaced. Use 12 point black Times New Roman font.
• Omit a header or a page number on the title page.

CSE Style Guide

• Name-Year Examples
• What to Include
• Medium Designators
• Place of Publication
• Volume/Issue
• Location (Pagination)
• Book with personal author(s)
• Book with editor(s)
• Book with organization as author
• Book with no author
• Portion of a book
• Multi-volume works
• Journal Article
• Newspaper Article
• Magazine Article
• Technical Reports
• Format Your Paper
• Format End References

Typography is not prescribed in the CSE Manual.

The library suggests using 12-point Times New Roman font.

Line Spacing & Margin Suggestions

Use double-spacing throughout the entire paper.

Leave 1 in. margins on top, bottom, and sides.  

Sample CSE Papers

• CSE Paper (citation-sequence format) Briana Martin's research paper

Here are two sample papers (PDF) from Bedford/St. Martins. The format chosen for the body of the paper varies slightly from paper to paper. These students use the "citation-sequence" format, rather than the "name-year" system described in this guide. 

• CSE Paper (citation-sequence format) Tara Gupta's research paper (PDF)

CSE Paper Format

The basic components of an original research article are introduction, methods, results, and discussion. CSE does not specify a format for the body of a college paper, so ask your instructor for clarification. The following guidelines are suggested:

• Include paper title and your name, and other pertinent information (centered).
• Omit a header and page number on the cover page.

Body of the paper or report:

• Add a header after the cover page. The header should contain the title and page number (starting with 2).
• Double space the entire paper and use 1 inch  margins.
• If you use sections like "Abstract, Introduction, Discussions", center the section title on the page.
• Start your "End References" section on a new page.

Sample Paper (Name-Year)

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Writing Center

Guidelines for writing scientific papers in cse style, cse style scientific papers.

The title of the study should give enough details so that the reader knows what the paper is about. The title should let the reader know if the paper contains information they are interested in. Examples:

• “Worm Lab” – not enough detail
• “A comparative analysis via diversity indices of epigeic, endogeic, and anecic earthworms, with juveniles excluded, from two habitat types, buckthorn and prairie, at the Red River Valley Natural History Area in Crookston, MN” – too long
• "Invertebrates : protozoa to echinodermata" - strong title

Write this last.  This is like the resume for your paper; it should include the basic points from each of the other sections.  It usually includes: one sentence explaining the background and purpose, one or two sentences on methods, two or three sentences on results, and two or three sentences on conclusions and implications.  This section should be as concise as possible.

Introduction

The introduction should be like a funnel; it should start broad and end with the very specific purpose of your study.  Start with some background that gives the reasons this study would be of interest to your reader.  Explain your purpose and the questions you want to answer.  Conclude with your hypotheses: what you will test in order to answer those questions.

Materials and methods

This section describes the process of performing the experiment. From what you write here, someone else should be able to reliably repeat your procedures. Include important things (we sampled 1m X 1m quadrat) but leave out superfluous details (our quadrats were galvanized steel with welded corners and beveled edges).

Describe what you did to obtain your data (the field and lab methods) and what you did to understand your data (the analysis). You may wish to have subheadings for field and analytical methods. You do not need to explain how your statistical tests work, but you do need to tell your reader what data you used in the analyses (the independent and dependent variables in regressions, the variables in the t tests, the type of test you used). A brief explanation of the diversity indices (including formulas) should appear here.

The methods section should be written in the past tense (“we sampled prairie lots”). It should not be written as a list of instructions. You should mention materials as you mention the procedures that required them; do not give a list of materials. Think of this section as telling the story of your experiment.

The results section includes the results of the analyses and descriptions of trends. Tell your reader what you found but not why you think things turned out the way they did. For example, include things like the R2, the p-values, and what hypotheses were rejected. If you have tables and graphs they should be included here. Point out results that were significant and why they were significant.

The results section is the base upon which the rest of your paper stands. This is where you present the information you have derived from your data. Remember, tables and figures can add to the results section but do not take the place of writing out your results.

This is usually the longest section of the paper. If you have questions about what to include you should look at some examples.

Conclusions

In the conclusion, you explain what you think your results mean. This section should be like a reverse funnel; it starts specific (with your hypotheses and results) and then widen to apply your ideas to a broader scientific field.

First, explain the acceptance or rejection of your hypotheses and how this answers your research questions. Next, explain the science that relates to your results. Finally, tell the reader how the results of your study are of interest.

Students have a tendency to ramble in the conclusions section, but longer does not necessarily mean better if substantive content is lacking.

Literature Cited

A few good references will help you make arguments and give you solid background information on which to base your hypotheses.

You need to cite information that is not common knowledge, like the results of other people’s experiments or things you look up in reference books. Internet sources are sometimes acceptable; it depends on the type of information and the source. There are a few different styles that can be used for in-text citations. You should look at a journal from your field for examples.

Additional pointers

• Write an outline before you start writing.  You can use the following questions to get you started: We wanted to know how… We hypothesized… We collected data by… We tested our hypotheses by… Our tests showed… I interpret this to mean…  

After your paper is written, go through it and determine the purpose of each paragraph.  If a paragraph has no purpose (or if it has too many purposes) then it should be rewritten.

If you think that part of your paper stinks, delete that part and rewrite it.  You will have already figured out what you want to say and it will flow better. Cutting and pasting too much can leave your writing blocky and difficult to follow.

Have someone  proofread  your paper.  Proofread  someone else’s paper and be honest.

Avoid “Yoda-speak.”  That is, statements like “to find their density, leaves were weighed.” Instead say “leaves were weighed to find their densities.” A whole lot easier to read, your papers, if you watch this, will be.

Watch dangling modifiers.  For example: don’t say “After pouring on the mustard, the worms rose.” This is actually saying that the worms (subject) poured on the mustard. Instead, say “After we poured the mustard solution on the soil, the worms rose” or “After the mustard solution was poured on the soil, the worms rose.”

Write course papers as you would write for a peer-reviewed journal. Do not say  “in this lab we did so and so.”  Do not say  “our class walked around campus to find trees.”  Instead say  “The purpose of this experiment was to…”  or  “twelve trees growing in high-light conditions were sampled.”  The focus should be on the experiment, not on the course or lab section.

The word “data” is plural. When you use it, switch it with the word “numbers” and see if the sentence sounds right. This is a mistake that is very commonly made by people, especially politicians. (For example, you should say “the data show” rather than “the data shows”).

Latin binomials  (scientific names) are written in italics with the genus capitalized:  Homo sapiens, Andropogon gerardii, Lynx rufus, Salicornia rubra.  The first time you mention a species you should give the Latin binomial. After that, you can use the common name (if it has a generally accepted one). For example: “We looked at the soil under a dense stand of European buckthorn  (Rhamnus cathartica)  in the woods near…” Or you can just use the Latin binomial throughout (abbreviated as  R. cathartica ). To get picky, you should also include the authority for the species ( Poa annua L. ) or the source of the names you use.

By Rhett Johnson Last updated October 2016 by Allison Haas

CSE Style Guide: Formatting Your Paper

• Book with personal author(s)
• Book with editor(s)
• Book with organization as author
• Book with no author
• Portion of a book
• Multi-volume works
• Journal Article
• Newspaper Article
• Magazine Article
• Technical Reports
• Formatting Your Paper

Typography is not prescribed in the CSE Manual.

The library suggests using 12-point Times New Roman font.

Line Spacing & Margin Suggestions

Use double-spacing throughout the entire paper.

Leave 1 in. margins on top, bottom, and sides.  

CSE Paper Format

The basic components of an original research article are introduction, methods, results, and discussion. CSE does not specify a format for the body of a college paper, so ask your instructor for clarification. The following guidelines are suggested:

• Include paper title and your name, and other pertinent information (centered).
• Omit a header and page number on the cover page.

Body of the paper or report:

• Add a header after the cover page. The header should contain the title and page number (starting with 2).
• Double space the entire paper and use 1 inch  margins.
• If you use sections like "Abstract, Introduction, Discussions", center the section title on the page.
• Start your "End References" section on a new page.

Sample Paper (Name-Year)

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CSE Scientific Style and Format: Start Here

• In-text Citation Examples
• Reference List Examples
• 4 Easy Steps to Referencing
• Annotated Bibliography
• Literature Review

CSE Scientific Style and Foremat

This is a guide for citing resources using the Council of Science Editors (CSE) style of citation. CSE is used to cite resources within the fields of the natural sciences. Please refer to your class syllabus or consult your professor to see if this is the correct citation style for your class.

This guide will provide you with examples of the most commonly used resources.  If you do not see a resource represented on these pages, please refer to the Scientific Style and Format: The CSE Manual for Authros, Editors, and Publishers . This manual can be found in the library, in the citation center bookcase.

• CSE (Council of Science Editors) Style from the University of Chicago Press This guide is based on Scientific Style and Format: The CSE Manual for Authors, Editors, and Publishers, 8th edition.

CSE Citation Basics

Why should i cite my resources.

Why Cite Resources?

• Citations allow readers to locate and further explore the sources you used to develop your thoughts and outcomes expressed in your paper. They are a measure of the depth and scope of your research.
• Citations are the method used to give credit to authors for their ideas and research.
• Citations provide the evidence for your arguments and establish your credibility by documenting that you have searched for and considered a number of resources during researching and writing of your paper.
• Citing enable you to have your own original ideas and outcomes standout from the other's research.
• Citing is standard practice in the world of academia.

What is a citation?

A citation is a way you inform the readers that certain materials in your paper came from another source. It also gives your readers the information necessary to find the source. Your citation should include the following elements in both your footnotes and bibliography.

• Title of work
• Place of publication
• Date published
• Page numbers where the material is located.

When do I need to cite?

You need to acknowledge whenever you borrow quotes or ideas. The following are when you need to cite:

• Whenever you use direct quotes.
• Whenever you paraphrase.
• Whenever you use an idea that someone else has already expressed.
• Whenever you make specific reference to the work of another.
• Whenever someone else's work has been critical in developing your own ideas.

Zoter/ZoteroBib

Zotero is an application that collects, manages, and cites research sources. It's easy to use and connects with your web browser to dowload citation information from books, journal articles, web pages, and other sources. Best of all it's free. ZoteroBib is a free, fast citation generator similar that is similar to (but in our experience, more accurate and reliable than) tools such as EasyBib and NoodleTools. Our Zotero LibGuide explains how to use these tools.

• Next: In-text Citation Examples >>
• Last Updated: Sep 18, 2023 10:26 AM
• URL: https://libguides.stonehill.edu/cse

UNE Library Services

Research Help

Cse style guide.

CSE style is the citation style recommended by the Council of Science Editors for use in biology and other sciences.

The current 8th edition of Scientific Style and Format: The CSE Manual for Authors, Editors, and Publishers is available:

• In print at the Biddeford Campus Library

There are three different methods of CSE Style:

• citation-sequence
• citation-name

In-text citations and the order of end references are formatted differently with each method.

General Formatting 

• Capitalize the titles of journals as they appear in the publication. Books, chapters and articles, use sentence case.
• Do not list the author’s full first name, only their initial(s). No commas separate the author’s last name and first initial(s) 
• The references page can be titled “References”, “Cited References”, “Literature Cited”, or “Bibliography” 
• When creating a citation for a source with 1-10 authors, list all authors. For a source with 11+ authors, list the first 10 followed by “et al.”  

In-Text Citations

In the name-year system, parenthetical in-text citations will consist of the author’s last name and year of publication. In the case of two authors, place both names in the parenthesis separated by and. If a source has three or more authors, list only the first author’s name followed by et al.

Based on the literature, when designing an effective kinase hinge binder, “one to three H-bonds are required to gain sufficient potency at a given kinase” (Sharma and Gupta 2022).

Appears in references section as:

Sharma, V, Gupta, M. 2022. Designing of kinase hinge binders: A medicinal chemistry perspective. Chem Biol Drug Des. 100(6):968-980.

Citation-Sequence

In the Citation-Sequence system, use superscript numbers within the text. In your references cited page number your citations in order that they appear in your paper.

Data suggests that female patients being treated following in-hospital cardiac arrest show slightly higher rates of survival than men 1 .

1. DiLibero, J, Misto, K. Outcomes of in-hospital cardiac arrest: A review of the evidence. Crit. Care Nurs Clin. North Am. 2021 Sep;33(3): 343-356.

Citation-Name

In the Citation-Name system, complete the list of end references for your paper before adding the superscript numbers in your text. For instance: if the first source cited in your paper is a work by Zimmerman and there are 43 sources cited in your paper, Zimmerman will be number 43.

Hypoxia tumor cells are highly resistant to cancer therapies 67 , however research has found success with a multimodal therapy approach12.

Appears in References section as:

12. Graham, K, Unger, E. Overcoming tumor hypoxia as a barrier to radiotherapy, chemotherapy and immunotherapy in cancer treatment. Int. J. Nanomedicine. 2918 Oct;13:6049-6058.

67. Wang, J-J, Lei, K-F, Han, F. Tumor microenvironment: recent advances in various cancer treatments. Eur Rev Med Pharmacol Sci. 2018 Jun;22(12):3855-3864

Cited References

List the references to sources that you have cited within the text alphabetically by author under the heading “References”, “Cited References”, “Literature Cited”, or “Bibliography”. You can list references that you consulted but did not cite for additional reading or other purposes under a separate heading such as “Additional References” or “Supplemental References”.

Print Journal Article

See section 29.3.7.1 of the CSE Manual.

Meise CJ, Johnson DL, Stehlik LL, Manderson J, Shaheen P. 2003. Growth rates of juvenile Winter Flounder under varying environmental conditions. Trans Am Fish Soc. 132(2):225-345.

Online Journal Article

See section 29.3.7.13 of the CSE Manual.

Setälä H, Sun ZJ, Zheng JQ, Lu C, Cui MM, Han SJ. 2023. Loss of soil carbon and nitrogen indicates climate change-induced alterations in a temperate forest ecosystem. Ecological Indicators. [accessed 2023 July 20]:148. https://www-sciencedirect-com.une.idm.oclc.org/science/article/pii/S1470160X23001978?via%3Dihub. doi:10.1016/j.ecolind.2023.110055

Online Encyclopedia Article

Wagner S, Johanna T. 2016. Pregnancy. In: Gale encyclopedia of medicine [database on the Internet]. 5th ed. Vol. 2. Farmington Hills (MI): Gale. [accessed 2023 Jul 13]. (Gale Virtual Reference Library). p. 260-792. http://go.galegroup.com/ps/start.do?p=GVRL.

See section 29.3.7.2 of the CSE Manual.

McCormac JS, Kennedy G. 2004. Birds of Ohio. 2nd ed. Auburn (WA): Lone Pine.

Rollin, BE. 1998. The unheeded cry: animal consciousness, animal pain, and science [Internet]. 3rd ed. Ames (IA): The Iowa State University Press. [accessed 2021 August 27]. http://www.netlibrary.com.

Book Chapter

See section 29.3.7.2.10 of the CSE Manual.

McDaniel TK, Valdivia RH. 2005. Cellular microbiology. 2nd ed. Washington (DC): ASM Press. Chapter 2, New tools for virulence gene discovery; p. 473-488.

It can often be difficult to locate all the required elements of a citation on a webpage. Work with the information provided; if an author or other element is not listed, leave that element out and do not create placeholders.

Include citation elements in this order:

Title of Homepage. Date of publication. Edition. Place of publication: publisher; [date updated; date accessed]. Notes.

Whale Shark. 2023. Washington (DC): Oceana; [accessed 2023 July 27]. https://oceana.org/marine-life/whale-shark/.

Conference Paper

See section 29.3.7.3 of the CSE Manual.

Lee DJ, Bates D, Dromey C, Xu X, Antani S. c2003. An imaging system correlating lip shapes with tongue contact patterns for speech pathology research. In: Krol M, Mitra S, Lee DJ, editors. CBMS 2003. Proceedings of the 16th IEEE Symposium on Computer-Based Medical Systems; New York. Los Alamitos (CA): IEEE Computer Society. p. 307–313.

Dissertation or Thesis

See section 29.3.7.5 of the CSE Manual.

Brann, C. 2018. Drosophila glypicans Dally and dally-Like control injury induced allodynia [thesis]. [Biddeford (ME)]: University of New England. [Accessed 2023 July 20]. https://dune.une.edu/theses/164/

Technical Report

See section 29.3.7.4 of the CSE Manual.

Gimble JM. 2009. Circadian biology and sleep: Missing links in obesity and metabolism. Baton Rogue (LA): Louisiana State University System. Report No.: W81XWH-09-1-0289. Available from: NTIS, Springfield, VA.

Figures & Images

See section 30.2 of the CSE Manual

Talbot P . 2011. Mesocricetus auratus, blood cell, oocyte, cumulus cell [recorded image]. La Jolla (CA): Cell Image Library. http://www.cellimagelibrary.org/images/18042.  

Citation-Sequence & Citation-Name

See Section 29.3.7.1 of the CSE Manual.

Justen H, Delmore KE. The genetics of bird migration. Current Biology. 22 Oct;32(20): R1144-R1149.

See Section 29.3.7.13 of the CSE Manual.

Xiaojie W, Jinling X, Yixin Y. Response of fish to ocean warming and acidification. Acta Ecologica Sinica. 2022 Jan [accessed 2023 July 24];42(2):433-441. https://www.ecologica.cn/stxb/article/abstract/stxb202006081486. doi: 10.5846/stxb202006081486

Angell B. Behavioral therapy. In: Franklin C, editor. Oxford research encyclopedia of social work. New York (NY): Oxford University Press; 2013 [accessed 2023 July 24]. https://doi-org.une.idm.oclc.org/10.1093/acrefore/9780199975839.013.30

See Section 29.3.7.2 of the CSE Manual.

Lemons DS. A student’s guide to entropy. New York (NY): Cambridge University Press; 2013.

Chambers JA. Field guide to global health & disaster medicine. Philadelphia (PA): Elsevier; 2022 [accessed 2023 July 24]. https://www-clinicalkey-com.une.idm.oclc.org/#!/browse/book/3-s2.0-C20200000599.

See Section 29.3.7.2.10 of the CSE Manual.

Voight ML, Tippett SR. Plyometric exercise in rehabilitation. In: Prentice WE, editor. Rehabilitation techniques for sports medicine and athletic training. Thorofare (NJ): SLACK Incorporated; 2015. 285-310.

Title of Homepage. Edition. Place of Publication: publisher; date of publication; date updated]. Notes.

Example: ECOS letter on U.S. DOJ SEP policy. 2022. Washington (DC): Enviormental Council of the States; [accessed 2023 July 24]. https://www.ecos.org/documents/ecos-letter-on-u-s-doj-sep-policy/.

See Section 29.3.7.3 of the CSE Manual.

Mahdavi K, Culshaw R, Boucher J, editors. Current developments in mathematical biology. Conference on Mathematical Biology and Dynamical Systems; Tyler, TX. University of Texas at Tyler.

See Section 29.3.7.5 of the CSE Manual.

Sullivan SM. Identifying complex adaptive systems using quantitative approaches at a midsized biotechnology firm [dissertation]. Biddeford (ME): University of New England; 2022.

See Section 29.3.7.4 of the CSE Manual.

National Institute for Occupational Safety and Health. Medication-assisted treatment for opioid use disorder. Atlanta (GA): Center for Disease Control and Prevention; 2019. Report No.2019-133.

Winslow T. Spine anatomy [illustration]. Bethesda (MD): National Cancer Institute. [Accessed 2023 Aug 4]. https://visualsonline.cancer.go v/details.cfm?imageid=12201 .    

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Citing Sources: CSE Style

What is cse style.

CSE (Council of Science Editors) Style is widely used in scientific disciplines, particularly in the natural and physical sciences. The CSE manual describes three systems of documentation. All three systems use a reference list at the end of the paper with complete source information. The Name-Year system uses parenthetical citations consisting of the author's last name and year of publication; the Citation-Sequence and Citation-Name systems both use numbered references in the text to refer to the reference list at the end. In Citation-Sequence, the reference list is presented and numbered in the order the sources appear in the text, while in Citation-Name, the reference list is numbered alphabetically by author's last name.

Official Guidance from the CSE

• Quick Guide to Scientific Style and Format From University of Chicago Press, the publishers of the CSE Manual.

Online CSE Name-Year Style Guides

• Citation Guide: CSE Name-Year System Guide to using parenthetical references in CSE Style, from the Writing Across the Curriculum Clearinghouse
• Cite Your Sources: CSE Name-Year From the University of Guelph -- see also their several videos on the guide
• The Writer's Handbook: CSE Documention Style Quick guide to both Name-Year and Citation-Sequence/Citation-Name systems, from the Writing Center at University of Wisconsin

Online CSE Citation-Name/Citation-Sequence Style Guides

• Citation Guide: CSE Citation-Sequence System Guide to using numbered references in CSE Style, from the Writing Across the Curriculum Clearinghouse
• Cite Your Sources: CSE CItation-Name From the University of Guelph; see also their several videos on the guide.
• The Writer's Handbook: CSE Documentation Style Quick guide to both Name-Year and Citation-Sequence/Citation-Name systems, from the Writing Center at University of Wisconsin

Books on CSE Style

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CSE Style Guide, for 7th Edition

• Paper Formatting
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About This Guide

Introduction

         The Council of Science Editors citation style, commonly referred to as CSE , is commonly used for scientific papers, journal publications, and books in the life, biological, and other sciences. CSE offers three different, distinct styles, very similar to the Chicago Manual of Style . These are:

• Citation-Sequence (C-S),
• Citation-Name (C-N), and
• Name-Year (N-Y).

Professors may prefer different styles. Always ask for clarification when you're unsure or no style is specified.

Writing Center

The Writing Center is the only academic support unit on campus specifically designed to promote your development and success as a college writer. The consultant team is available to assist you in person and online with writing projects for any course and any level of instruction. The Writing Center also offers specialized assistance for multimodal compositions or new media projects like digital narratives, blogs, websites, slideware presentations, and even YouTube videos.

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Citing Your Sources: CSE (Council of Science Editors) Style

• Scientific Style and Format
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• Boston University Libraries SEARCH provides a single place to search for academic material provided by the BU Libraries, including books, journals, video and sound recordings as well as online material from a variety of sources.

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The Online Writing Lab (OWL) at Purdue University houses writing resources and instructional material, and we provide these as a free service of the Writing Lab at Purdue. Students, members of the community, and users worldwide will find information to assist with many writing projects.

Scientific Style and Format: the CSE Manual for Authors, Editors, and Publishers

Scientific Style and Format Style Manual Committee, Council of Science Editors. 8th ed. Cambridge University Press, 2014 Location: Science & Engineering Library T11.S386 2014 

See Chapter 30:  Citations and References pages 617-676  Citing electronic sources pages 665-669

the Citation-Sequence system (see page 619-622) the Name-Year system (see pages 619-620)

The following examples use the Name-Year system.

The in-text citation includes the last name of the author(s) and the year of publication of the document enclosed in parentheses.in-text citation: (Sawin 2004)

The reference list is included at the end of the document. Reference list entries are arranged in alphabetical order by the last name of the author, editor, or other individual or entity.Names are formatted as Last, Initials.reference list entry: Sawin, JL. 2004. Mainstreaming renewable energy in the 21st century. Washington, DC. Worldwatch Institute. 76 p.

General format: Author/editor. Year. Title. Edition. Place of publication: publisher. #pages. Example: Sorensen, B. 2004. Renewable energy : its physics, engineering, use, environmental impacts, economy, and planning aspects. 3rd ed. Boston : Elsevier Academic Press. 928 p.

Chapter or other part of a book

General format: Author of selection. Year. Title of selection. In: Author/editor of book. Title of book. Edition. Place of publication: publisher. Pages of selection. Example: Singleton P, Sainsbury D. 2001. Dictionary of microbiology and molecular biology. 3rd ed. New York: J Wiley. Plasmid; p 593-4.

Conference proceedings

General format: Editor. Year. Title of publication or conference. Name of conference; dates of conference; place of conference. Place of publication: publisher. Total number of pages. Example: Dubois DM, editor. 2004. Computing anticipatory systems. CASYS 2003 – Sixth International Conference; 2003 August 11-16; Liege, Belgium. Melville, NY: American Institute of Physics. 602 p.

Conference papers

General format: Author of the paper. Date of publication. Title of the paper. Connective phrase [In]: editor of the proceedings. Title of the publication, or name of conference, or both; dates of the conference; place of the conference. Place of publication: publisher. Paper pages. Example: Rossler OE. 2004. Nonlinear dynamics, artificial cognition and galactic export. In: Dubois DM, editor. Computing anticipatory systems. CASYS 2003 – Sixth International Conference; 2003 August 11-16; Liege, Belgium. Melville, NY: American Institute of Physics. p 47-67.

Journal article

General format: Author. Year (or Date). Title of article. Title of journal. Volume and issue number. Page numbers. URL in angle brackets. Date accessed. Example:  Bisagni C, Mirandola, C. 2005. Experimental and numer ical investigation of crash behavior of composite helicopter cruciform elements. Journal of the American Helicopter Society 50(1): 107-116. Example: Cavalcanti A. 2003. Assembly automation with evolutionary nanorobots and sensor-based control applied to nanomedicine. IEEE Transactions on Nanotechnology.  2(2): 82 – 87.  {http://ieeexplore.ieee.org.ezproxy.bu.edu/stamp/stamp.jsp?tp=&arnumber=1204819} Accessed April 7, 2020

General format:  Author. Title [medium]. Place of Publication: Publisher; Date of Publication [Date of update/Date of citation]. Availability. Example:  Animal Welfare Information Center [Internet]. Beltsville (MD): National Agricultural Library (US); [updated April 14, 2005; cited April 7, 2020]. Available from: http://www.nal.usda.gov/awic/.

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Research 101: Library Research Basics

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What is CSE?

Citing your sources in cse style, reference list citations for common source types, cse manual in the library.

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• A documentation style for writing and formatting scientific research papers, including citing sources
• Created by the Council of Science Editors
• Scientific Style and Format contains comprehensive and explanations for proper scientific communication and style guidelines
• CSE offers three style options for in-text citations: Citation-Sequence System, Name-Year System, and Citation-Name System
• Official CSE Quick Guide
• Printable CSE Quick Guide From Missouri S&T
• ZoteroBib ZoteroBib is a free service that helps you quickly create a bibliography in any citation style.

How to cite in CSE

1. Citation-Sequence System

• Use a superscript number at the end of a sentence to acknowledge that you are using another author's words or ideas in the text of your research paper.
• Number citations in the order they appear in the text.
• If you cite the same source again later in your paper, use the number you assigned originally; each source should be associated with one and only one number.

Reference List:

• Include a reference list at the end of your paper. The list should contain a full citation for each in-text citation referenced within your paper.
• Each full citation should include the specific publication information required by the Council of Science Editor rules. This allows your reader to find the sources, if desired.
• Arrange the end references in numerical order according to the order they appear in the paper.

2. Citation-Name System

• Arrange citations in alphabetical order by the first word of the citation (usually author's last name). Then, number the sources sequentially.
• Use the number assigned to the source in the reference list.

3. Name-Year System

• Example: (Smith 2019)
• Example: (Smith and Jones 2019)
• Example: (Smith et al. 2019)
• Example: (Smith 2013, 2019)
• Example: (Smith 2019a, 2019b)
• Example: (Smith J 2019; Smith M 2019)
• Do not number the reference list. Arrange the end references alphabetically by the author ’ s last name.
• In the reference list, multiple sources by the same author should be listed chronologically, earliest first.

Citation - sequence and citation - name:

Basic format:

Author(s). Title. Edition. Place of publication: publisher; date.

Schott J, Priest J. Leading antenatal classes: a practical guide. 2nd ed. Boston (MA): Books for Midwives; 2002.

Name - year :

Author(s). Date. Title. Edition. Place of publication: publisher.

Schott J, Priest J. 2002. Leading antenatal classes: a practical guide. 2nd ed. Boston (MA): Books for Midwives.

Newspaper Articles

Citation - Sequence and Citation - Name:

Author(s). Title of article. Title of newspaper (edition). Date; section:beginning page of article (column no.).

Weiss R. Study shows problems in cloning people: researchers find replicating primates will be harder than other mammals.

     Washington Post (Home Ed.). 2003 Apr 11;Sect. A:12 (col. 1).

Name - Year:

Author(s). Date. Title of article. Title of newspaper (edition). Section:beginning page of article (column no.).

Weiss R. 2003 Apr 11. Study shows problems in cloning people: researchers find replicating primates will be harder than other

     mammals. Washington Post (Home Ed.). Sect. A:12 (col. 1).

Journal Articles

Author(s). Article Title. Journal title. Date;volume(issue):location.

Smart N. A practical guide to exercise training for heart failure patients. J. Card Fail. 2003;9(1):49 - 58.

Author(s). Date. Article Title. Journal title. Volume(issue):location.

Smart N. 2003. A practical guide to exercise training for heart failure patients. J. Card Fail. 9(1):49 - 58.

Title of Homepage. Edition. Place of publication: publisher; date of publication [date updated; date accessed]. URL.

APSnet: plant pathology. St. Paul (MN): American Phytopathological Association; c1994 - 2005 [accessed 2005 Jun 20].

     http://www.apsnet.org/.

Title of Homepage. Date of publication. Edition. Place of publication: publisher; [date updated; date accessed]. URL.

APS net : plant pathology. c1994 - 2005 . St. Paul (MN): American Phytopathological Association; [accessed 2005 Jun 20].

Author(s). Title of book. Edition. Place of publication: publisher; date of publication [date update; date accessed]. URL.

Griffiths AJF, Miller JH, Suzuki DT, Lewontin RC, Gelbart WM. Introduction to genetic analysis. 7th ed. New York (NY):

      W. H. Freeman & Co.; c2000 [accessed 2005 May 31]. http://www.ncbi .nlm.nih.gov/books/bv.fcgi?call=bv.View.. Show TOC &rid=iga.TOC.

Name - Year :

Author(s). Date of publication. Title of book. Edition. Place of publication: publisher; [date updated; date accessed]. URL.

Griffiths AJF, Miller JH, Suzuki DT, Lewontin RC, Gelbart WM. c2000. Introduction to genetic analy sis. 7th ed. New York (NY):

     W.H. Freeman & Co.; [accessed 2005 May 31]. http://www.ncbi .nlm.nih.gov/books/bv.fcgi?call=bv.View.. Show TOC &rid=iga.TOC.

Online Journal Articles

Citation - Sequence and Citation-Name:

Author(s). Title of article. Title of journal (edition). Date of publication [date updated; date accessed];volume(issue): location. URL. doi.

Savage E, Ramsay M, White J, Beard S, Lawson H, Hunjan R, Brown D. Mumps outbreaks across Eng land and Wales in 2004:

     observational study. BMJ. 2005 [accessed 2005 May 31];330(7 500):1119 - 1120. http://bmj.bmjjournals.com/cgi/ reprint/330/7500 /1119.

     doi: 10.1136/bmj.330.7500.1119.

Author(s). Date of publication. Title of article. Title of journal (edition). [date updated; date accessed];volume(issue): location. URL. doi.

Savage E, Ramsay M, White J, Beard S, Lawson H, Hunjan R, Brown D. 2005. Mumps outbreaks across England and Wales in 2004:

     observational study. BMJ. [accessed 2005 May 31];330 (7500):1119 - 1120. http://bmj.bmjjournals.com/cgi/ reprint/330/750 0/1119.

     doi: 10.1136 /bmj.330.7500.1119.

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• Dalhousie University Libraries

Citation Style Guide

• CSE 8th Edition
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CSE Citation Style

Online guides, video tutorials.

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Books on CSE Citation

The CSE style originated in the 1960s, when it was known as the Council of Biology Editors (CBE) style. It was intended to provide style and format guidelines for editors of peer-reviewed biology journals. Over the decades, its scope grew to include many fields of scientific research in both the life sciences and physical sciences. In 2000, the organization became known as the Council of Science Editors (CSE). The style then became known as the CSE style. 

In a reference list prepared in CSE style:

• journal titles are abbreviated, but no periods are used in the abbreviation. (eg. J Exp Biol)
• author initials (without periods) are used instead of the author’s given names
• The last author name within a reference is connected to the others by a comma instead of using the word “and” or an ampersand (“&”).
• references are formatted using a “hanging” indent.

CSE style allows you to select from one of three systems to cite sources:

• Citation-Name: Uses superscript numerals to identify in-text citations. In the alphabetized reference list, each numeral corresponds with a unique reference.
• Citation-Sequence: Uses superscript numerals to identify in-text citations. In the reference list, sources are numbered sequentially by the order in which they appear in the text (so they may not be in alphabetical order by author).
• Name-Year: Uses parenthetical in-text citations that include author name and the year of publication. The reference list is ordered alphabetically by author name. 

In-text Citation with CSE

The Name-Year system is recommended by many professors in the Dalhousie Department of Biology, but if you're not sure which system to use, be sure to check.

Author's Last Name, Publication Year

(McToad  2010)

All of these pieces must match the corresponding reference list entry exactly!

Example in-text citations, from fictional authors and sources:

Research has shown that the demographic of the fly is a key determining factor in the robustness of its flavour (Frog 1998) .

You could also place part of the citation in the text as follows:

As mentioned in Frog's seminal article (1998) , the demographic of the fly is a key determining factor in the robustness of its flavour.

In this example, the author's name is mentioned in the text itself; therefore the name need not be repeated in the bracketed citation.

Each in-text citation must be associated with an item in a comprehensive list of references at the end of your paper.  Pay attention to your formatting when constructing your reference list. While CSE is not as particular as other citation styles, losing points on an assignment for poorly formatted citations is easily avoided. 

The References Page:

Documents using the CSE style of citation must contain a "References" page at the end of the text. The following are some examples of how to cite commonly used references:

Frog RA. 1998. Expert's guide to artisanal fly cuisine. 2nd ed. Halifax (NS): Imaginary Publishing Inc.

Book, journal and website titles are in sentence case!

Journal Article

Frog RA. 1997. The biology of delicious fly cuisine: enzymes and their mechanisms of actions. Eur J Biochem. 130:(4)435-445.

Journal names are abbreviated!

Ribbit TF. 1998. The life and legacy of Ribbit Frog: a culinary biography. New London (CT): Frog and Toad's Center for Special Collections and Archives; [accessed 2015 Aug 18] . http://www.frogtoadsc.org/Biography.aspx#.UE8foVF76So.

Make sure to include the date accessed!

• Dalhousie CSE Citation Style Quickguide Downloadable PDF document containing more in-depth information on CSE citations and a variety of information resources.
• CSE Citation Video Tutorial More in-depth exploration of how to cite a document using CSE Citation Style.
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Scientific Style (CSE) Citation Examples

What's in this guide, scientific style and format (cse), 8th edition, citation faqs (cse style).

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The following examples illustrate the  CSE name–year system . In-text references consist of the author(s) surname and the year of publication. End references are unnumbered and listed in alphabetical order.

• Scientific Style and Format Citation Quick Guide

CSE Style NAME-YEAR system examples

• journals and newspapers
• forthcoming material
• chapters in book
• multivolume work as a whole
• dissertations and theses
• personal communication

Scientific report writing guidelines, Writing Center, University of North Carolina-Chapel Hill

• CSE Style TITLE PAGE example
• Formatting your paper Guide from Indian River State College
• CSE FAQs Find answers to commonly asked questions.

The formatting and citation examples in this guide are based upon rules and examples in the Scientific Style and Format, 8th edition by the Council of Science Editors. If you would like additions or would like to report a correction to this guide, please contact Carolyn Johnson . 

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Citation Styles Guide: CSE

Council of science editors (cse) quick guide.

"Scientific Style and Format presents three systems for referring to references (also known as citations) within the text of a journal article, book, or other scientific publication: 1) citation–sequence; 2) name–year; and 3) citation–name. These abbreviated references are called in-text references. They refer to a list of references at the end of the document.

The system of in-text references that you use will determine the order of references at the end of your document. These end references have essentially the same format in all three systems, except for the placement of the date of publication in the name–year system.

Though Scientific Style and Format now uses citation–sequence for its own references, each system is widely used in scientific publishing."

Consult with your mentor to determine which system you will need to follow.

• Council of Science Editors (CSE) Style and Format Quick Guide Quick guide from the CSE website; shows how to format citations for variety of source types: journals, books, dissertations and theses, patents, newspapers, DVDs, websites and other online formats, forthcoming or unpublished material.

CSE Research Paper Template

• NSS Research Paper CSE Template Download and save the attached file. Replace the elements with your information such as name, mentor, title and references.

Use this as a template to format your SEWS paper. Shows:

• In-text citations

The Library has two copies of the CSE Manual for reference use.

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CSE Citation Style

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Science and Data Librarian

Why Council of Science Editors (CSE) Eighth Edition?

Who will use the CSE citation style?

At Bates, the CSE citation style is most generally used by students in Biology classes and by student researchers working with Biology faculty.

It should be noted that the CSE style guide actually describes three different citation formats (i.e. Name-Year, Citation-Sequence and Citation-name. There are subtle, but significant, differences between these styles and if your professor/adviser requires you to use "the CSE style" it's important to know which flavor they prefer!

Where can I get the CSE citation style .ens file for EndNote?

Unfortunately, the CSE style is not initially installed with the EndNote program.  But you can download it from the following link:

• CSE (Name-Year) EndNote Output Style File

CSE Quick Guide

If you are looking for quick formatting answers to a basic questions about the CSE citation styles, you might find what you are looking for in this quick guide from the CSE website .

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• Updated: Jul 12, 2023 1:02 PM
• URL: https://libguides.bates.edu/CSE

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Sample CSE Paper

Here is a sample paper using CSE style. CSE (Council of Science Editors) is used primarily in the Life Sciences and medicine.

Brief History: In 1957, the National Science Foundation and the American Institute of Biological Sciences jointly established CBE, Council of Biology Editors. On Jannuary 01, 2000 CBE was renamed to CSE to more accurately reflect the naming of the style.

Sample CSE Paper, Page 1

Sample CSE Paper, Page 2

Sample CSE Paper, Page 3

Sample CSE Paper, Page 4

Sample CSE Paper, Page 5

Credit: University of Washington, writing and research center.

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Citation Guide: Sample CSE/CBE Paper

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• Free Tools for Students
• CSE Citation Generator

Free CSE Citation Generator

Generate accurate CSE citations for books, websites, journals and more, with MyBib!

🤔 What is a CSE Citation Generator?

A CSE citation generator is an online tool that creates citations in the Council of Science Editors (CSE) citation style. It does this automatically by taking in an identifier for a document, such as a website URL, book ISBN, or journal DOI, and then formatting the citation correctly using the remaining details.

🤓 What is the CSE citation style?

The CSE citation style is a citation style created by the Council of Science Editors, a non-profit organization. They publish the CSE style guidelines in the CSE Scientific Style and Format Manual , now on the 8th edition.

There are three ways to correctly cite sources in the CSE style. They should not be mixed together (format all citations the same way).

• Name-Year (N-Y): Also known as author-date, the author name and publication year are surrounded with parenthesis and placed next to the cited text as an in-text citation. The reference list at the end of the article is ordered alphabetically by the author's last name.
• Citation-Name (C-N): Superscripted numbers (example: ¹) are placed next to cited text as an in-text citation. The reference list is still sorted alphabetically by the author's last name, but the corresponding in-text citation number is prepended to each reference to connect both of them together.
• Citation-Sequence (C-S): Similar to Citation-Name, superscripted numbers are used next to cited text and are also prepended to the author's name in the reference list, but the reference list is sorted by the citation number in ascending order instead of the author's last name.

👩‍🎓 Who uses a CSE Citation Generator?

The CSE style is used broadly across the sciences--especially biology, where it originated. If you are studying the sciences, or you are writing to be published in an CSE publication (such as Science Editor ), then you will likely need to cite your sources using the CSE style.

🙌 Why should I use a CSE Citation Generator?

Every academic field, not just the sciences, will recommend using a tool to record references to others' work in your writing. A citation generator like MyBib can record this data, and can also automatically create an accurate bibliography from it, with the necessary in-text citations too.

⚙️ How do I use MyBib's CSE Citation Generator?

MyBib's CSE citation generator was designed to be accurate and easy to use (also it's FREE!). Follow these steps:

• Search for the article, website, or document you want to cite using the search box at the top of the page.
• Look through the list of results found and choose the one that you referenced in your work.
• Make sure the details are all correct, and correct any that aren't. Then click Generate!

The generator will produce a formatted CSE citation that can be copied and pasted directly into your document, or saved to MyBib as part of your overall reference list (which can be downloaded fully later!).

MyBib supports the following for CSE style:

Daniel is a qualified librarian, former teacher, and citation expert. He has been contributing to MyBib since 2018.

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Computer science ( CS ) majors are in high demand and account for a large part of national computer and information technology job market applicants. Employment in this sector is projected to grow 12% between 2018 and 2028, which is faster than the average of all other occupations. Published data are available on traditional non-computer science-specific hiring processes. However, the hiring process for CS majors may be different. It is critical to have up-to-date information on questions such as “what positions are in high demand for CS majors?,” “what is a typical hiring process?,” and “what do employers say they look for when hiring CS graduates?” This article discusses the analysis of a survey of 218 recruiters hiring CS graduates in the United States. We used Atlas.ti to analyze qualitative survey data and report the results on what positions are in the highest demand, the hiring process, and the resume review process. Our study revealed that a software developer was the most common job the recruiters were looking to fill. We found that the hiring process steps for CS graduates are generally aligned with traditional hiring steps, with an additional emphasis on technical and coding tests. Recruiters reported that their hiring choices were based on reviewing resume’s experience, GPA, and projects sections. The results provide insights into the hiring process, decision making, resume analysis, and some discrepancies between current undergraduate CS program outcomes and employers’ expectations.

A Systematic Literature Review of Empiricism and Norms of Reporting in Computing Education Research Literature

Context. Computing Education Research (CER) is critical to help the computing education community and policy makers support the increasing population of students who need to learn computing skills for future careers. For a community to systematically advance knowledge about a topic, the members must be able to understand published work thoroughly enough to perform replications, conduct meta-analyses, and build theories. There is a need to understand whether published research allows the CER community to systematically advance knowledge and build theories. Objectives. The goal of this study is to characterize the reporting of empiricism in Computing Education Research literature by identifying whether publications include content necessary for researchers to perform replications, meta-analyses, and theory building. We answer three research questions related to this goal: (RQ1) What percentage of papers in CER venues have some form of empirical evaluation? (RQ2) Of the papers that have empirical evaluation, what are the characteristics of the empirical evaluation? (RQ3) Of the papers that have empirical evaluation, do they follow norms (both for inclusion and for labeling of information needed for replication, meta-analysis, and, eventually, theory-building) for reporting empirical work? Methods. We conducted a systematic literature review of the 2014 and 2015 proceedings or issues of five CER venues: Technical Symposium on Computer Science Education (SIGCSE TS), International Symposium on Computing Education Research (ICER), Conference on Innovation and Technology in Computer Science Education (ITiCSE), ACM Transactions on Computing Education (TOCE), and Computer Science Education (CSE). We developed and applied the CER Empiricism Assessment Rubric to the 427 papers accepted and published at these venues over 2014 and 2015. Two people evaluated each paper using the Base Rubric for characterizing the paper. An individual person applied the other rubrics to characterize the norms of reporting, as appropriate for the paper type. Any discrepancies or questions were discussed between multiple reviewers to resolve. Results. We found that over 80% of papers accepted across all five venues had some form of empirical evaluation. Quantitative evaluation methods were the most frequently reported. Papers most frequently reported results on interventions around pedagogical techniques, curriculum, community, or tools. There was a split in papers that had some type of comparison between an intervention and some other dataset or baseline. Most papers reported related work, following the expectations for doing so in the SIGCSE and CER community. However, many papers were lacking properly reported research objectives, goals, research questions, or hypotheses; description of participants; study design; data collection; and threats to validity. These results align with prior surveys of the CER literature. Conclusions. CER authors are contributing empirical results to the literature; however, not all norms for reporting are met. We encourage authors to provide clear, labeled details about their work so readers can use the study methodologies and results for replications and meta-analyses. As our community grows, our reporting of CER should mature to help establish computing education theory to support the next generation of computing learners.

Light Diacritic Restoration to Disambiguate Homographs in Modern Arabic Texts

Diacritic restoration (also known as diacritization or vowelization) is the process of inserting the correct diacritical markings into a text. Modern Arabic is typically written without diacritics, e.g., newspapers. This lack of diacritical markings often causes ambiguity, and though natives are adept at resolving, there are times they may fail. Diacritic restoration is a classical problem in computer science. Still, as most of the works tackle the full (heavy) diacritization of text, we, however, are interested in diacritizing the text using a fewer number of diacritics. Studies have shown that a fully diacritized text is visually displeasing and slows down the reading. This article proposes a system to diacritize homographs using the least number of diacritics, thus the name “light.” There is a large class of words that fall under the homograph category, and we will be dealing with the class of words that share the spelling but not the meaning. With fewer diacritics, we do not expect any effect on reading speed, while eye strain is reduced. The system contains morphological analyzer and context similarities. The morphological analyzer is used to generate all word candidates for diacritics. Then, through a statistical approach and context similarities, we resolve the homographs. Experimentally, the system shows very promising results, and our best accuracy is 85.6%.

A genre-based analysis of questions and comments in Q&A sessions after conference paper presentations in computer science

Gender diversity in computer science at a large public r1 research university: reporting on a self-study.

With the number of jobs in computer occupations on the rise, there is a greater need for computer science (CS) graduates than ever. At the same time, most CS departments across the country are only seeing 25–30% of women students in their classes, meaning that we are failing to draw interest from a large portion of the population. In this work, we explore the gender gap in CS at Rutgers University–New Brunswick, a large public R1 research university, using three data sets that span thousands of students across six academic years. Specifically, we combine these data sets to study the gender gaps in four core CS courses and explore the correlation of several factors with retention and the impact of these factors on changes to the gender gap as students proceed through the CS courses toward completing the CS major. For example, we find that a significant percentage of women students taking the introductory CS1 course for majors do not intend to major in CS, which may be a contributing factor to a large increase in the gender gap immediately after CS1. This finding implies that part of the retention task is attracting these women students to further explore the major. Results from our study include both novel findings and findings that are consistent with known challenges for increasing gender diversity in CS. In both cases, we provide extensive quantitative data in support of the findings.

Designing for Student-Directedness: How K–12 Teachers Utilize Peers to Support Projects

Student-directed projects—projects in which students have individual control over what they create and how to create it—are a promising practice for supporting the development of conceptual understanding and personal interest in K–12 computer science classrooms. In this article, we explore a central (and perhaps counterintuitive) design principle identified by a group of K–12 computer science teachers who support student-directed projects in their classrooms: in order for students to develop their own ideas and determine how to pursue them, students must have opportunities to engage with other students’ work. In this qualitative study, we investigated the instructional practices of 25 K–12 teachers using a series of in-depth, semi-structured interviews to develop understandings of how they used peer work to support student-directed projects in their classrooms. Teachers described supporting their students in navigating three stages of project development: generating ideas, pursuing ideas, and presenting ideas. For each of these three stages, teachers considered multiple factors to encourage engagement with peer work in their classrooms, including the quality and completeness of shared work and the modes of interaction with the work. We discuss how this pedagogical approach offers students new relationships to their own learning, to their peers, and to their teachers and communicates important messages to students about their own competence and agency, potentially contributing to aims within computer science for broadening participation.

Creativity in CS1: A Literature Review

Computer science is a fast-growing field in today’s digitized age, and working in this industry often requires creativity and innovative thought. An issue within computer science education, however, is that large introductory programming courses often involve little opportunity for creative thinking within coursework. The undergraduate introductory programming course (CS1) is notorious for its poor student performance and retention rates across multiple institutions. Integrating opportunities for creative thinking may help combat this issue by adding a personal touch to course content, which could allow beginner CS students to better relate to the abstract world of programming. Research on the role of creativity in computer science education (CSE) is an interesting area with a lot of room for exploration due to the complexity of the phenomenon of creativity as well as the CSE research field being fairly new compared to some other education fields where this topic has been more closely explored. To contribute to this area of research, this article provides a literature review exploring the concept of creativity as relevant to computer science education and CS1 in particular. Based on the review of the literature, we conclude creativity is an essential component to computer science, and the type of creativity that computer science requires is in fact, a teachable skill through the use of various tools and strategies. These strategies include the integration of open-ended assignments, large collaborative projects, learning by teaching, multimedia projects, small creative computational exercises, game development projects, digitally produced art, robotics, digital story-telling, music manipulation, and project-based learning. Research on each of these strategies and their effects on student experiences within CS1 is discussed in this review. Last, six main components of creativity-enhancing activities are identified based on the studies about incorporating creativity into CS1. These components are as follows: Collaboration, Relevance, Autonomy, Ownership, Hands-On Learning, and Visual Feedback. The purpose of this article is to contribute to computer science educators’ understanding of how creativity is best understood in the context of computer science education and explore practical applications of creativity theory in CS1 classrooms. This is an important collection of information for restructuring aspects of future introductory programming courses in creative, innovative ways that benefit student learning.

CATS: Customizable Abstractive Topic-based Summarization

Neural sequence-to-sequence models are the state-of-the-art approach used in abstractive summarization of textual documents, useful for producing condensed versions of source text narratives without being restricted to using only words from the original text. Despite the advances in abstractive summarization, custom generation of summaries (e.g., towards a user’s preference) remains unexplored. In this article, we present CATS, an abstractive neural summarization model that summarizes content in a sequence-to-sequence fashion while also introducing a new mechanism to control the underlying latent topic distribution of the produced summaries. We empirically illustrate the efficacy of our model in producing customized summaries and present findings that facilitate the design of such systems. We use the well-known CNN/DailyMail dataset to evaluate our model. Furthermore, we present a transfer-learning method and demonstrate the effectiveness of our approach in a low resource setting, i.e., abstractive summarization of meetings minutes, where combining the main available meetings’ transcripts datasets, AMI and International Computer Science Institute(ICSI) , results in merely a few hundred training documents.

Exploring students’ and lecturers’ views on collaboration and cooperation in computer science courses - a qualitative analysis

Factors affecting student educational choices regarding oer material in computer science, export citation format, share document.