The ITiCSE '23 final keynote raised teaching soft skills, or professional dispositions, to help students face challenges in modern programming. This project addresses helping computing students develop professional dispositions through collaborative learning (CL) since some in the industry observe entry-level engineers struggling due to their fragile professional dispositions. We are motivated to understand professional expectations from entry-level engineers and present the academia-industry gap to support practitioners and researchers in advancing CL in Computing Education, encouraging positive curricula and policy changes that promote DEIA. We will present CL practices alongside their supported professional dispositions to assist practitioners in adoption. We will present the academia-industry gap in CL for future research opportunities, helping researchers advance CL practices to integrate professional dispositions the industry expects from entry-level engineers.

What do students perceive as helpful when they learn to program? This paper presents the results of this question from a survey conducted with 125 students enrolled in two online introductory programming courses. The question asked students to rank a number of resources and activities that they used or completed in their course. The results show that students perceive lecture videos as the most helpful resource while syntax exercises were seen as the most helpful activity. The spread of the student responses would seem to indicate that a more thorough and widely completed investigation of student perceptions of resources and activities would be beneficial to the field of computer science education.

This paper describes a tool for managing peer-reviewed translation activities within CS1 classes. The tool is designed to help students develop a better understanding of terms within class by writing and reviewing translations of those terms and their descriptions in their native language. The peer-review of the translations means that lecturers do not need to share the language of their students.

This panel convenes four educators, each from different institutions and each with experience managing group projects. Their expertise spans topics including: peer assessment and peer evaluation; entrepreneurship; transdisciplinarity; internationalisation; inclusivity; social values; educational technology and tools; feedback and feed-forward; peer rating; free-riders; as well as blended learning; and post-pandemic online discourse. They reflect on the delight of seeing students collaborate to deliver meaningful projects as well as the challenges posed by disengaged students. They also explore a common theme of discordance inherent to teamwork and systems to support student communities.

While role models are frequently mentioned in literature to broaden participation in engineering education, there are diverse ways of understanding what role modeling is, what it entails and what theory we can use to support our own reflections as professionals and students in engineering who can act as role models for others in the discipline. In this special session we invite participants to discuss their own conceptions of role modeling, in terms of what can be modeled, the intention and awareness of it, and how this may be perceived by others. To support the discussions we introduce Grande’s framework of role modeling, which builds on role modeling theory. The format of the session will be that of a World Café, where participants will alternate their participation in discussions at five different tables, each table with a theme related to the framework. With these conversations we expect participants to go back to their own contexts in academia and industry to continue the discussion with their colleagues. We also invite them to connect with facilitators and others at the session to continue research efforts in the area of role modeling in engineering education.

Climate change is the "biggest threat modern humans have ever faced". The implications of the crisis are imminent and grave. As part of COP26, leaders from all over the world agreed to the Glasgow Climate Pact with the goal of limiting the increased rise of global temperature by 1.5 degrees. With less than 8 years left until the 2030 UN deadline in which the climate effects become irreversible, how do we prepare learners for what might be an inevitable reality? How do we equip computing students with crucial technical, ethical, and leadership skills to mitigate its effect? More importantly, how do people in positions of power, departmental and institutional, be involved? In 2019, we formed an internal working group as part of ITiCSE conference to examine how computing institutions, departments, and faculty members dealt with, if at all, the climate emergency within CS education. Our efforts included conducting a literature review, interviewing CSEd climate experts, leading a world cafe session, and collating and publishing resources from various sources for the benefit of educators interested in incorporating climate change in the curriculum. And yet, there are still struggles reported with adopting these solutions, particularly in light of the global pandemic. This panel will serve as a public forum to express institutional, departmental, and individual challenges associated with tackling the climate crisis and share successful strategies, ideas, and experiences to support the CS community. The discussions will centre over five themes previously identified in the world cafe.

Whilst the gender balance in computing students seems promising, the gender, racial, and ethnic disparity within academic faculty is far from ideal as a result of inadvertent hiring practices, and lack of support and training during the first year of recruitment. In this session, we are hoping to collate diverse experiences of the struggles associated with applying for and maintaining first full-time positions and provide recommendations for best practices for hiring academic faculty.

The coronavirus (COVID-19) pandemic has forced an unprecedented global shift within higher education in the ways that we communicate with and educate students. This necessary paradigm shift has compelled educators to take a critical look at their teaching styles and use of technology. Computing education traditionally focuses on experiential, in-person activities. The pandemic has mandated that educators reconsider their use of student time and has catalysed overnight innovations in the educational setting. Even in the unlikely event that we return entirely to pre-COVID-19 norms, many new practices have emerged that offer valuable lessons to be carried forward into our post-COVID-19 teaching. This working group will explore what the post-COVID-19 academic landscape might look like, and how we can use lessons learned during this educational shift to improve our subsequent practice. The exploration will strive to identify practices within computing that appear to have been improved through exposure to online tools and technologies, and that should therefore continue to be used in the online space. In the broadest sense, our motivation is to explore what the post-COVID-19 educational landscape will look like for computing education.

Climate change is the defining environmental challenge now facing our planet. Babies born today will be 22 when global warming reaches 1.5 C, according to the latest IPCC report and forecasts. What will life be like in 2040? How do we as educators respond today, to the challenges that lie ahead for the next generation?

The experience of transitioning into and starting higher education is a very individual one, with some applicants viewing the prospect of higher education as an unknown entity; for those who are first in their family or community to consider higher education, this can seem an "alien environment". These are just some of the issues that lead to applicants experiencing levels of concern when considering a transition into higher education. This international working group proposes to consider concerns across a wide range of participants: namely students who are in the process of transitioning into a higher education environment, and students who have recently completed this transition.

Drawing on the long debate about whether computer science (CS) and computational thinking skills are innate or learnable, this working group is based on the following hypothesis: The apparent innate ability of some CS learners who succeed in CS courses despite no prior exposure to computing is a manifestation of early childhood experiences and learning outside formal education.

Programming requires an exhaustive comprehension of abstract concepts in addition to advanced logical skills in the domain of problem solving. With the prevalence of mobile devices and e-learning, many instructors are in favour of using innovative courseware in teaching, however many fail to address critical programming skills and different learning styles. The purpose of this research is to develop, test and evaluate an interactive learning tool designed to teach programming in Python at undergraduate level.