We improved on our peer-instruction approach to supplementary education sessions for CS1 by building on prior work in the Computer Science Education community for weekly review sessions. In this iteration, we adapted our materials from Java-only to include Python, and we studied students' learning gains, motivation, and sense of belonging to the field of Computer Science. This poster shares with the community our materials and lessons learned about important session features from the initial data analysis. Learning gain information was collected by recording results of peer instruction questions during each session. The learning gain information supported our validation of efficacy of the peer-instruction approach and of the requirement that the questions used be created by an experienced instructor, as expected from previous work. Motivation and sense of belonging was measured by surveys during the course of the semester. We made four conclusions from survey data we collected. First, incentives in the form of quiz re-takes notably increased attendance. Second, students who did not attend the review sessions had a greater sense of belonging, likely because many of them were not struggling. Third, the primary reason students reported not attending is that they did not see value in attending, possibly because they have a greater sense of belonging than students who attended. Finally, the average sense of belonging increased in the course of the semester in students who identified with she/her pronouns and ever-attended our review sessions.

Teaching Assistants (TAs) at universities are often an integral part of a department, heavily influencing the department culture. Our experience at James Madison University indicates the help provided by TAs on both course content and as a support network can have a significant positive impact on underrepresented students. In our efforts under the National Center for Women in Technology (NCWIT) Extension Services project, we expanded our teaching assistant program to include not only training as is considered best practice in the literature, but prioritization of diversity and inclusion concerns. In addition to sharing specific examples and resources from our current implementation, presenters will share experiences from their backgrounds at both small private liberal arts colleges to large research focused institutions. We will have focused small-group discussions about opportunities and challenges in implementing TA programs. Participants will be provided with a "Literature Practices Worksheet" based on a taxonomy of practices outlining decisions to be made while creating or modifying a program. They can then tailor their decisions to their institution. We will also provide resources from the community we use in our training along with examples of how we conduct these sessions. Participants will share their plans in fostering diversity and inclusion and have an opportunity to build a support network in making positive change in their institutions' TA programs.

As enrollment in computer science courses increases, efforts to retain students, especially those in underrepresented groups, have become increasingly important. In fall 2019, our department piloted a new intervention to support students in the event they fall behind in CS1. This intervention, which we called Fourth Hour, was a series of weekly review sessions led by undergraduate teaching assistants. Each session featured peer instruction questions specifically designed to address student misconceptions reported in the literature. To evaluate the impact of Fourth Hour, we invited students from all ten sections of our CS1 course (~30 students each) to participate in a research study. Students completed pre and post assessments to measure learning gains and took three surveys to measure changes in attitude. Attendees reported that Fourth Hour had a positive impact on their learning and sense of belonging. Our results suggest that Fourth Hour improved outcomes for first-year students who scored below the mean on the first exam. We report lessons learned and offer suggestions for schools looking to implement similar interventions.

This last year has been a challenge for faculty transitioning from in-person instruction to online instruction. We approached the semester with serious concerns but discovered our hybrid course transitioned well to being completely online with a few key modifications: video versions of all lectures, Google slide implementations of in-class labs, course procedures that allowed students to choose their breakout room in Zoom, and randomization of question selection for midterm and final exams. In person, this course made thoughtful use of active learning and formative assessment to scaffold students into summative assessment. The online version does the same and, in our opinion, this contributed to the online success. This paper discusses the scaffolding formative assessments, how they build to the summative module tests and midterm and final exams as well as how we implemented active learning online. We also provide links to the formative labs and videos that made the active learning work.

The aim of this research is to discover if a structured study session program for CS1 students led by Teaching Assistants using Peer Instruction can promote an environment in which students feel an increased sense of belonging and improve course material retention. This study investigates the efficacy of weekly study sessions by measuring student attitudes and content retention over the course of a single semester of the introductory CS1 course at a medium sized liberal arts university with approximately 8 sections of 30 students each.

Introducing software testing has taken on a greater importance in undergraduate computer science curricula in the last several years, with many departments using JUnit or other testing frameworks in the programming sequence and software engineering courses. We have developed an automated framework for unit and integration testing and grading for our intermediate-level systems course projects. Our system--designed to test C programs--combines the Check unit testing framework, custom Bash scripts for integration testing, and the Valgrind Memcheck memory leak detection tool. Although our courses use Linux, the framework is platform-independent and has been tested on a variety of other platforms. We have used this framework for seven semesters with four different instructors as part of the computer science program at a primarily undergraduate university with an emphasis on liberal arts. We distribute both public and private tests so that students get immediate feedback on their progress without knowing the actual contents of every test. We have observed that knowing their code is not completely working motivates more students to figure out what they don't understand before the project deadline. It also gives students examples of different levels of tests to use to debug their code, encourages them to develop a deeper understanding of the project specification, and reduces student anxiety about grades.

The ACM Code of Ethics provides a framework for ethical conduct within the computing industry. The Code describes ethical conduct for individuals and organizations, as well as the basic moral principles underlying these prescriptions. Principles defined in the Code include: Avoid harm; be fair and take action not to discriminate; respect privacy; ensure the public good is the central concern during all professional computing work. While these principles are intuitive in many situations, students, faculty, and industry professionals often struggle to apply these concepts to computing. It is not obvious how to apply the concepts of harm, privacy, or the public good in courses on Operating Systems or Programming Languages, so discussion of the Code is often restricted to specialized Ethical Issues in Computing or Software Engineering courses. We believe this approach misses an educational opportunity to build on moral sensitivity--the ability to detect a potential moral problem within a particular context--as a foundation. Integrating the Code throughout the CS curriculum provides an opportunity to increase students' exposure to subtle moral dilemmas and improve their moral sensitivity. In this birds-of-a-feather (BoF) session, we will discuss: Which topics can be used to introduce ethical discussions into core Computer Science courses? How do you write and facilitate case study discussions? What other active learning techniques can be used to examine ethical issues? What concerns would faculty have in introducing ethical discussions into technical courses? What portions of the Code might be difficult for students and future practitioners to uphold?

For the last several years, SIGCAS has sponsored a half-day workshop before the SIGCSE (Special Interest Group on Computer Science Education) conference, often along with a BOF (Birds-of-a-Feather) Session. This year the focus was on presenting the latest version of the updates to the Professional Code of Ethics [1] under development by COPE and both the pre-symposium workshop (Strategies for Integrating the Updated Code of Ethics into the Computing Curriculum) and the BOF discussed ways of bringing the code into different technical classes and spreading it along with ethics education throughout the curriculum. This report outlines what was discussed in the workshop and BOF, along with other highlights from the SIGCSE2018 conference that may be of interest to SIGCAS members. While not comprehensive, it should give readers the references and context most relevant from the conference. The main message - in today's world every subject within computing has some impact on society and that impact should be taught along with the subject matter.

This workshop will present technical details for using git and Github to teach open source contribution in the college classroom. Participants will be introduced to the general concept of revision management tools and shown how to use both git and Github through specific activities that they could use in their own classroom. Beyond experiencing selected activities as students, participants will be given examples of how to use these resources as teachers, including details such as an overview of currently available activities, learning outcomes as they relate to both open-source learning outcomes and to the ACM2013 curriculum guidelines, how the activities map to learning activities, and tips from the early experiences of the facilitators. Materials generated in the SIGCSE 2016 Professor's Open-Source Software Experience (POSSE) workshop and August material sprint will be included.

The final issue of 2016 is short and sweet. It contains three papers. "Active Dissection of Privacy Policies" by Karen and Michael Bigrigg describes a useful classroom activity to encourage students to read and understand multiple privacy policies. "Investigating a Two-Headed Monster" by Carrillo et al., gives an interesting description of the movement of government in the electronic age to a vision of e-government where citizens collaborate with government to create a better functioning public body. The last article, "Encoding for Access" by Han-Teng Liao, explains the role that the delayed adoption of Unicode is playing in access to content and the ability of the government to fully represent minority languages.

POGIL (Process Oriented Guided Inquiry Learning) is a flipped classroom, problem-based learning technique for teaching students content through carefully designed questions that they work through in teams with well-defined roles. This technique enables students to retain content while also learning process skills such as communication and teamwork. Developing POGIL activities and facilitating them takes practice and experience. Few, if any, current faculty have been taught using POGIL activities and so have less experience to bring to their development and especially to their incorporation into the classroom. The skills and preparation for delivering an effective POGIL class are very different than faculty have seen in action. The 5 practices: Anticipating, Monitoring, Selecting, Sequencing, and Connecting can be used to better understand how to prepare for and facilitate POGIL activities. While the POGIL organization (pogil.org) has many training sessions, including facilitator training available, most computer science materials still do not incorporate facilitator information that goes beyond the answers to the questions and suggested timing for sections of activities. A brief example of an activity prepared using the 5 practices will be shared to illustrate the potential along with anecdotes and tips for transitioning from traditional lecture to POGIL activities in the classroom.

The first two articles in this issue are introduced by the Digital Government Area Editor, Carlos Jimenez Gomez. These articles highlight the importance of open innovation and the data scientist for the future of this important area.

Peer tutoring has been used in a variety of contexts and a variety of institutions to both improve learning and retention for the classroom students and to improve the confidence and knowledge base of the peer tutor. Much of the current literature focuses on how to implement peer tutoring with a fairly large program, including at least one graduate teaching assistant and multiple undergraduates who have recently taken the course. In addition, these peers were trained outside of the normal classroom hours and paid to participate. While useful at larger institutions with sufficient resources to pay and train students, this model is generally unworkable at a smaller institution without funding or a critical mass of students to enable formal training outside of the classroom. This paper describes a different model that involves the university's Academic Support Center (ASC) staff and credit as opposed to payment. This method has been used with over 9 peer tutors across a range of 7 classes, with generally good success. This paper describes the basics of the program developed in collaboration with the university's ASC, describing the basic structure of the educational experience, benefits and potential pitfalls. While no formal analysis has been done on results, the positive benefits of other peer tutoring research appears to be present in this model based on anecdotal evidence. The original idea was highlighted in a lightning talk at SIGCSE 2015. This paper goes into substantially more detail offering increased insights as well as specifics on how the program is run.

Peer tutoring has been used in a variety of contexts and a variety of institutions to both improve learning and retention for the classroom students and to improve the confidence and knowledge base of the peer tutor. Much of the current literature focusses on how to implement peer tutoring with a fairly large program, including at least one graduate TA and multiple undergraduates who have recently taken the course. In addition, these peers were trained outside of the normal classroom hours and/or paid to participate. While useful at larger institutions, or at least those with substantial resources, this model is generally unworkable at a smaller institution without funding to pay students, or a sufficient critical mass of students to enable formal training outside of the classroom. This lightning talk describes a slightly different model that involves the university's academic support center staff for tutoring training, class attendance for technical training, and the giving of credit as opposed to payment for the student. To receive more than one hour of credit the student also works closely with the professor to complete one or more "learning modules" that later become resources for the class and provide an additional learning opportunity for the tutor. This method has been used by the author with over 9 peer tutors across a range of 7 classes, with generally good success.

Computer science faculty have been taught to develop software, crunch through difficult math problems and generally work to be objective about how to solve a problem defined in most cases by a specification. Those who are able to excel at these tasks and continue through the more difficult and theoretical versions are most often the ones who become professors. Likely the professors of computing classes in college have never had an education course or philosophy course, never mind teaching one. The ACM 2013 guidelines not only challenge computer science professors to teach writing throughout the curriculum, but to also break with the old assumption that computing is value-neutral. This session describes a set of entry-level lesson plans for presenting and discussing three different aspects of the social impact of computing appropriate for incorporation into an entry-level general education course. Inspired by previous SIGCAS sessions on ethics in computing, the specific topics are 1) professional codes for software developers and how they relate to student value systems, 2) a single source network router case used to illustrate stakeholder identification, and 3) a very small "service" project using Wikipedia. Each of these lesson plans are presented as a separate set of learning outcomes, a basic lesson plan with tips on presenting the material, an assignment to go along with the lesson plan and a short rubric for grading the assignment. All of these lesson plans have been used multiple times with success in a college general education computing class. These lesson plans were distributed at the workshop. The lessons and accompanying materials are available from the instructor on request. A combined list of learning outcomes includes: 1) Seeing software engineering and coding as a profession with associated responsibilities and expectations, 2) Understanding the impact computing devices and components in our infrastructure have on our daily lives, including technical aspects of a network 3) Identifying stakeholders in a case study and the importance of a global perspective in policy-making, 4) Understanding the power and vulnerabilities of Wikipedia while contributing some content to this community project, 5) Writing short logical essays to convey an opinion in a convincing manner.

The enrollment in introductory computer science courses has been growing steadily for the last couple of years. Interest in the field is exploding across the nation. Colleges and universities of all shapes and sizes have seen enrollment in introductory computer science courses and to some extent in upper-division electives explode as well. Most R1 institutions handle such growth through the use of graduate TAs to teach CS1 courses. Many primarily undergraduate and/or liberal arts institutions don't have these resources, however. Complicating the scenario further, students coming to these non-research institutions expect personal interaction, are from a growingly diverse set of high-school graduates and seem to be less prepared for college than ever. Given the current funding climate for higher education, it is difficult to imagine how most universities and colleges will be able to negotiate this scenario. This BOF will provide a platform to discuss how to handle the growing, diverse, and uninitiated CS1 enrollment from many perspectives - individual, departmental, and institutional. What creative solutions can be brought to improve institutional motivation and how do we ensure that traditionally under-represented groups don't get left behind in the onslaught?

Each year, Eastern Mennonite University (EMU) chooses a book to read as a whole campus, called The Common Read. In 2014-2015 the book chosen was "The Shallows: What the Internet is Doing to Our Brains." Three professors wrote a response that was then read aloud and discussed at a lunch presentation on campus. The questions the responders were asked included: How do we use the internet and related technology well? How do we opt out of cultural changes that aren't life giving? How do we retain the ability to read and engage the 'long-form' book? What does academic excellence mean in an age of The Shallows?

In this paper, we describe the formatting guidelines for ACM SIG Proceedings.

Computer science professors are being asked to find alternatives to lecturing such as flipping the classroom, using peer tutors, and providing more interaction between the student and faculty member. Often, creating these opportunities for discussion and interaction, especially in such a way as to effectively cover the material required, is outside the training a faculty member has received. K-12 instructors, however, are trained in these alternatives on a regular basis. This paper takes a methodology used by K-12 instructors called "The 5 Practices", applies it to two examples that can be used in university CS courses and explains the experience of one faculty member using them in three different courses.

This session is being organized by ACM SIGCAS (Computers and Society) for those with an interest in addressing the social and ethical consequences of computing in our society within their curricula. This year we will share case studies as a means to teaching a variety of issues resulting from the impact of computing in our society. Our discussion leaders will introduce briefly favorite case studies in their fields of interest and will encourage all participants to share examples of their own. Ways for dealing and solving current problems will be tackled. We will provide a plan of how to incorporate the case studies presented into our classes along with a handout of how to do so. Topics of interest include legal issues, social media, privacy, and sustainability.