Generative AI (GenAI) presents societal and ethical challenges related to equity, academic integrity, bias, and data provenance. This working group will consider the ethical and societal impacts of GenAI in higher computing education. In this paper, we outline the goals, methodology and expected deliverables of the working group. In particular, we will carry out a systematic literature review to address a wide set of issues and topics covering the rapidly emerging technology of GenAI from the perspective of its ethical and social impacts, we will provide an evaluation of university policies on the adoption and guidelines for use of GenAI for computing education and develop a framework to outline the ethical and societal impacts of GenAI in computing education. This work synthesizes existing research and considers the implications for educational and professional codes of ethics.

There is an increasing recognition that computing education and the profession of computing has failed indigenous learners around the world. In this paper we argue for a reform of tertiary education's computing curricula so that they address the needs of both indigenous and non-indigenous learners. To achieve this, we must first consider the role of computing as a negative colonising force that continues to the present. This paper integrates traditional methods of storytelling to provide context for a reframing of computing as a decolonising force. A case study of the New Zealand context where Mori have been underserved by both computing education and the computing profession, is used to identify systemic barriers. We propose a process of partnership that empowers indigenous communities to work with industry and education to imagine a computing profession that positively contributes to thriving decolonised practice. And then how can computer science education contribute to that? We then canvas some potential directions a transformation of computing education might take. This paper is not intended to replace or pre-empt partnerships or indigenous self-determination, but to inspire computer science educators towards developing an approach that improves outcomes for all learners.

There is an increasing recognition that computing education and the profession of computing has failed indigenous learners around the world. ACM has responded to this through a focus on diversity, equity and inclusion. This Special Session progresses this work by bringing together diverse voices in panel and audience to look towards a decolonised future for CSEd. This Session integrates traditional methods of storytelling to provide context for a reframing of computing as a decolonising force. We start with sharing stories of the impact of colonised computing, then use these as motivation for envisioning the role and shape a transformation of computing education might take. The session concludes with an exercise on options for Indigenous communities and their allies such as ACM to form partnerships to empower Indigenous communities to work with industry and education to imagine a computing profession and CS education that positively contributes to thriving decolonised practice. This session is aimed at all who are interested in progressing the CS curriculum towards a thriving, equitable and inclusive CSEd experience for Indigenous and non-Indigenous learners.

We investigate engaging a computer science conference audience in sketching responses to the event as it occurs. In particular, we explore the response to inviting those present to engage in what is essentially an off-line, co-located, attendee-sourcing experience. Sketchnoting is a popular practice for documenting events, but these sketched records can be limited in scope at multi-track conferences, and paid professionals can be unaffordable at smaller events. Our challenges included: working with an audience with little or no experience of sketching or working with imagery; who were unaware of the possible benefits; and whose attendee engagement was variable - with individuals often working on laptops rather than actively listening during sessions. In order encourage engagement we hosted a pre-conference workshop, developed a conference-specific set of visual icons, and created prompt materials. This resulted in a remarkable visual record of the event, and also an increase in active listening and engagement.

This poster describes a study that brings together two areas of research into improving education practice in the field of software engineering. In a deliberate attempt to emulate real world software development, software engineering students project groups were required to swap projects without warning, mid way through their development cycle. This is numerically and quantitatively assessed against Robinson's [1] attitudes and practices of empowering education. Implications of further work and possible collaborations or joint projects are considered along with the theoretical context of the study. The lessons learned from this research may apply to a wider sphere, particularly in software engineering areas where efforts are made to prepare students for careers in changing and difficult environments.