Jupyter is a web-based, interactive computing environment that supports many commonly-used programming languages. It has been widely adopted in the CS education community and is now rapidly expanding to other STEM disciplines due to the growing integration of programming in STEM education. However, unlike other educational platforms, there is currently no integrated way to capture, analyze, and visualize student interaction data in Jupyter notebooks. This means that teachers have limited to no visibility into student activity, preventing them from drawing insights from these data and providing timely interventions on the fly. In this paper, we present Jupyter Analytics, an end-to-end solution for teachers to collect, analyze, and visualize both synchronous and asynchronous learning activities in Jupyter. The Jupyter Analytics system consists of two JupyterLab extensions connected via a cloud-based backend. On the student side, we introduce the Jupyter Analytics Telemetry extension to anonymously capture students' interaction activity with more structure and higher granularity than log data. On the teacher side, we introduce the Jupyter Analytics Dashboard extension, which visualizes real-time student data directly in the notebook interface. The Jupyter Analytics system was developed through an iterative co-design process with university instructors and teaching assistants, and has been implemented and tested in several university STEM courses. We report two use cases where Jupyter Analytics impacted teaching and learning in the context of exercise sessions, and discuss the potential value of our tools for CS education.

Sustainability and ethics are topics of significant, current importance in higher education. In engineering education, they take on even greater importance as engineers play a key role in addressing global issues. While multiple institutions have implemented initiatives explicitly focusing on sustainability and ethics in their curricula, less is known about the degree to which students perceive these efforts and their impact on their learning. The contributions of this study are important because they address discrepancies between instructors' intentions and the curriculum as experienced by students in the context of curricular reforms and an institutional shift towards sustainability. Our investigation of the perceptions of 244 students from 5 different engineering programs at a European engineering school shows that, contrary to institutional efforts, students do not yet see sustainability and ethics being a part of their courses. They identify lacunae in information and training, feedback from instructors, and inclusion in assessments. Although the data does not indicate differences based on year of study, it does reveal differences between study programmes. Open text responses (147) indicate that students welcome greater integration of sustainability and ethics in their engineering programmes, although what this would look like is not clear for some students. Since what students learn has been shown to depend both on what they perceive they are learning, and on the priorities communicated by assessment criteria, effective integration of sustainability and ethics in engineering curricula will require institutions and instructors to be more coherent and visible about the central importance of these topics and skills.

This Work-in-Progress research paper describes preliminary work on a research agenda for emotions in engineering education. Emotions play an important role for teaching and learning in engineering education, but research on the topic is scarce. To spur research in this area, the authors participate in an international collaboration that aims to map existing research, identify questions that are under-researched, and outline important questions for future research on emotions in engineering education. In this paper, we describe preliminary work that has been done in preparation of an international symposium during which a first draft of the research agenda on emotions in engineering education will be developed. At FIE 2020, we will present both this preparatory work and the agenda itself.

Human body-language is one of the richest and most obscure sources of information in inter-personal communication which we aim to re-introduce into the classroom's ecosystem. In this paper we present our observations of student-to-student influence and measurements. We show parallels with previous theories and formulate a new concept for measuring the level of attention based on synchronization of student actions. We observed that the students with lower levels of attention are slower to react then focused students, a phenomenon we named "sleepers' lag".