The use of synchronous remote learning (SRL) by computing departments to teach classes is increasing. This paper reports survey results of U.S. computing students from 53 classes offered by in 21 U.S. institutions, assessing the extent to which SRL fulfilled their need for social connection. A reliable social presence importance composite variable was created from nine survey questions. Across all demographic categories, respondents report social presence is important and that in-person instruction is easier to accomplish it. Being able to safely sense and engage with peers socially and intellectually is both perceived as important and easier in in-person classes. Students were more likely to prefer the in-person setting for social expression, getting to know other students, and feeling an obligation to engage. A small majority of students prefer in-person learning to remote learning, with 66% finding it easier to learn in person and 47% stating that they would take all classes in person if given the option. Consistent with prior research, students older than 24 showed greater preference for SRL instruction (p<.001).

Computing departments increasingly use synchronous remote learning (SRL) to offer courses. This poster reports on initial survey results to better understand undergraduate computing students' experiences with SRL as compared to in-person educational environments, particularly the extent to which SRL fulfilled their needs for developing social bonds with faculty and other students. Regardless of demographic categories, students feel that social presence factors in classes are important and find in-person environments better at accommodating them.

Improving Computer Science (CS) education requires increasing the meaningful usage of research-supported pedagogy and curriculum. Studies on propagation have largely looked at dissemination and adoption from the perspective of adopters: what motivates them to discover, experiment with, and continue using innovative teaching. This study adds to a growing body of research on approaches to encourage adoption by examining the perspectives and advice of successful propagators-education researchers who have had their innovations widely adopted. Drawing on interviews with fourteen CS education researchers, this paper identifies both points of convergence and unique insights across several broad areas: barriers to adoption, the structure of academia, relevant principles of design and techniques for deployment, and strategies for propagation. Notable findings include: the structure of academia has aspects that both impede and facilitate successful propagation; traditional academic funding sources do not adequately support ongoing propagation; and some successful strategies for getting the word out involve oblique approaches for reaching potential users. This exploration of common successful approaches can serve as a guide for developers and educational advocates when working to attract new users and broaden impact.

This panel brings together personnel from the Georgia Institute of Technology and the National Center for Women & Information Technology to discuss challenges, necessary logistics, and practical advice for creating a high school-to-college pipeline for recruiting women and gender nonconforming students into computing. Framed by our experiences developing BridgeUP STEM---an ongoing, two-year program comprising coursework, tiered mentoring, research internships, and community events---panelists will discuss important lessons for designing bridge programs, including what worked well and what did not for project planning, recruiting participants, structuring activities, and negotiating flexible formats to accommodate students' needs and unexpected challenges. Panelists represent key perspectives including project leaders, a logistics coordinator, a coding instructor, a Faculty Mentor, an undergraduate student participant, and a program evaluator. This panel will provide attendees with guidance for replicating similar programs at their own institutions to better foster recruitment and retention pipelines for attracting a greater diversity of students in computing.

Research on faculty adoption has recently explored preconditions and mechanisms that encourage computer science (CS) faculty to use student-centered teaching practices, especially those that support diversity, equity, and inclusion (DEI). Results have uncovered a complex web of experiences, social influences, and attitudes that promote or inhibit faculty adoption. However, much remains uncertain, including how perceptions of departmental culture influence an instructor's selection and usage of evidence-based pedagogical techniques. To investigate this line of inquiry, our study draws on the Theory of Planned Behavior (TPB) and survey data collected from 54 instructors who teach introductory computer science at 15 U.S. colleges and universities participating in a national study. Expanding prior work with data that investigated attitudes toward students and learning, in the presented paper, we answer two additional questions: 'What attitudes and beliefs do introductory CS instructors have about their computing departments' support for student-centered teaching and diversity initiatives?" and "How do these attitudes relate to introductory instructors' use of student- and instructor-centered teaching practices?" Results indicate that even though faculty believe their departmental cultures generally support DEI (though, more supportive of gender than race), and support students and community, we found no relationship with how faculty teach. We conclude by discussing implications of these results for DEI work and encouraging broader adoption of student-centered teaching in the CS higher education community.

Service learning-an educational experience in which students provide service to a community partner while learning content knowledge, professional skills, and critical thinking-can provide significant benefits to students and the community. We present survey results from 227 postsecondary students in computing to provide insights into their attitudes toward service learning, and how these relate to course-taking motivations and sense of civic duty. Based on the survey results, we argue that service learning should be required in an undergraduate computing major. However, we problematize this provocation based on three types of pitfalls: courses that do not prepare students to understand social contexts in which technical solutions are promoted, lack of resources for faculty teaching the courses, and the potential to harm both community partners and students.

This panel brings together personnel from the University of Washington Seattle, the University of Massachusetts Amherst, and Google, who have helped shape the National Center for Women & Information Technology's (NCWIT) Extension Services for Graduate Programs (ES-Grad) a program designed to provide resources and strategies to enact systemic change in doctoral computing programs. Panelists will discuss barriers to recruiting and retaining more diverse students in doctoral computing education, as well as strategies and initiatives that can be replicated to foster equitable and inclusive PhD programs.

This panel explores experiences and insights from three successful propagators into how others can successfully encourage more wide-spread use of their innovations. Issues covered include designing for dissemination, techniques for recruiting potential adopters, suggestions for convincing faculty to try an innovation and continue using it, and identifying points of friction and overcoming resistance from administrators, students, and/or peers. These topics are discussed and illustrated with personal experiences and anecdotes from our illustrious panelists.

Studies on faculty adoption typically focus on the awareness and trial stages: how instructors find out about a new teaching practice and why they decide to try it. While this knowledge is important, reform is unlikely to occur if innovations are only used experimentally; we need to understand why faculty sustain their use. To that end, this study draws on data from a two-phase project in the U.S. to examine why computer science (CS) faculty continue or discontinue use of a practice after the initial trial. In the first phase, we interviewed and observed 66 CS faculty from various institutional settings to explore theory-driven themes. From these results, in the second phase, we collected survey data from 821 faculty at 595 institutions. In this paper, we briefly discuss qualitative results, and then use quantitative data to model what impact the following factors have on sustaining use: achieved benefits for students' performance and their satisfaction in CS, the perception of usefulness to the instructor, student feedback, and ease of use. Results indicate that benefits to students' performance are paramount in predicting continued use. We also explore why faculty abandon a practice, finding that the decision often relates to not achieving desired outcomes and, in some cases, students not making a good faith effort to do their part. We observed that the latter experience can engender negative beliefs about students-that they have, at best, a passive attitude toward their learning. Implications for encouraging sustained usage of innovative teaching techniques are discussed.

Research suggests using student-centered practices in the classroom is a key component of attracting and retaining diverse students. To better understand the link between attitudes toward students and learning and the usage of specific teaching strategies, we analyze survey responses from 54 faculty who teach introductory computer science (CS) courses from 15 U.S. colleges and universities participating in BRAID. Using principal component analysis, we scale responses to 10 attitudinal questions into four dimensions: rugged individualism ("learning and success are the individual student's responsibility"), challenging work ("the pace and workload in CS is hard"); a developmental orientation to learning ("students need individual attention in a non-competitive environment"); and capable students ("all students can do well in my class"). We then test these scales on four types of teaching: three student-centered approaches-collaborative learning approaches, discourse activities, and student-led learning-and one traditional approach, lecturing. Results indicate that a developmental orientation predicts the use of discourse activities and student-led practices, but not collaborative learning approaches. Rugged individualism is associated with frequent lecturing. None of our scales predict the use of collaborative learning approaches, and neither attitudes for "challenging work" nor "capable students" predict any of the pedagogical approaches in our study. We examine differences by certain faculty characteristics and discuss the ramifications of these results for promoting more widespread adoption of student-centered teaching.

Many great teaching techniques are presented every year at SIGCSE and other CS education conferences. Unfortunately, most of them achieve very limited adoption, with few instructors incorporating these ideas into their classrooms. There is significant literature on how to encourage instructors to adopt educational innovations in other STEM fields, but the CS education community has made only limited strides in this area. This session will feature an interactive discussion of some of the barriers that prevent the adoption of good ideas, what solutions are available, and a brief presentation of the results of an ITiCSE working group on this topic. Attendees will leave the session better equipped to promote the adoption of educational innovations, either their own or ones that they have decided to champion.

Despite growing promotion of student-centered teaching, few studies have assessed how widely these practices have diffused throughout computer science (CS) higher education. Studies on teaching practices often treat instructor- and student-centered learning as being dichotomous. Recent research indicates that this reductionist model misinterprets what actually goes on in CS classrooms. For example, a recent study found that most CS faculty categorized their teaching practices as equally student-centered and instructor-centered. We contribute to this scholarship by reporting the results of a survey disseminated to 821 CS educators in 595 universities, colleges, and community colleges in the U.S. Participants were asked to report how frequently they employed several instructor- or student-centered teaching practices and tools during the most recent semester that they taught a specific course. Results indicate that when asked to reflect on specific behaviors within a certain timeframe, faculty reported using instructor-centered teaching practices, especially delivering content via lecture, more than student-centered practices. However, most faculty also reported using at least one student-centered technique, albeit less frequently, throughout the semester. This study found few differences across certain situational and demographic variables (e.g., institution type, tenure status, etc.). Faculty justify their teaching choices with concern for negative evaluations, desire for student learning, large enrollments, heavy teaching loads, and retaining underrepresented students.

In a previous paper, we explored results from the first stage of a two-part research project designed to uncover what influences computer science (CS) faculty to adopt new teaching practices. In the first phase, we conducted interviews, classroom observations, and focus groups with faculty to better understand the organizational, individual, and social factors that influence faculty adoption. Here we discuss findings from the second phase of the project, which uses survey data from 821 CS faculty at 595 institutions in the U.S. to investigate the prevalence of themes uncovered during the qualitative phase. Results show that faculty who tried an innovation were motivated primarily by concerns for students' learning and course experience, including their engagement and participation. Also important were the "fit" with existing practices and tools, and the logistics of implementing an innovation. Factors that reduced faculty willingness to try an innovation include a lack of time, logistical issues, and satisfaction with their current teaching practices. Faculty learned about the innovations they later adopted through presentations and workshops at conferences and at their home institutions, and through conversations with respected colleagues who teach in similar contexts. Implications for encouraging more widespread usage of teaching techniques that improve diversity and student learning are discussed.

In computer science, educational innovation is constant, but many great ideas never achieve the type of widespread adoption necessary to make lasting and effective change to the way we teach and learn. Research across STEM education has shown that propagation planning is often an overlooked or undervalued part of educational innovation. Whether promoting our own projects or an outside innovation, barriers to success are more difficult to overcome when encountered without sufficient preparation. Plans for adoption and scaling of innovations are not one-size-fits-all, but there are lessons we can learn from both successful and unsuccessful previous projects. We will present a summary of these lessons based on our recent ITiCSE working group research experience on the topic. This writing workshop will focus on building propagation plans informed by best practices, within the context of individual project definitions of success. We will work in small groups to identify potential barriers to the success of our projects, learn about best practices for overcoming those barriers, and put in place a measurable and actionable plan for adoption and propagation. Participants will work toward a better plan for propagation while garnering advice from their peers, learning and generating new ideas about and methods for dissemination and adoption, and building a community of resources for future collaboration, champions for change, and peer feedback. Bringing a laptop is recommended.

Most projects that create innovations in Computer Science education, whether they be changes to content or pedagogy, focus on first developing materials and then proving effectiveness. For educational innovations to have impact, however, they must be adopted by other instructors. Getting instructors to use new educational strategies is a significant challenge, with most new techniques never obtaining widespread adoption. Researchers who do consider dissemination of their research frequently use techniques such as publications and workshops, which are known to be insufficient.

Despite widespread development, research, and dissemination of teaching and curricular practices that improve student retention and learning, faculty often do not adopt them. This paper describes the first findings of a two-part study to improve understanding of adoption of teaching practices and curriculum by computer science faculty. The paper closes with recommendations for designers and developers of teaching innovations hoping to increase their chance of adoption.

This paper describes a large-scale study of student use and perceived value of videos of faculty lectures as an additional learning resource. The survey-based study was conducted with ~2,300 college students in biology, chemistry, computer science, geology, and mathematics. The study provides a nuanced understanding of the nature and frequency of students' video usage; student perceptions of value of video use; and differences in use and value by students representing different groups (field of study; student demographics; demands on students' time; students' goals, previous experience, and commitment to education). Most students used the videos and a very strong majority valued them as a learning resource Students with longer commute times were more likely to use the videos. No evidence was found that videos are used in place of going to class. On the contrary, students who used more videos also were more likely to attend class. Students overwhelmingly valued the finding tools (index and search). The value that students place on video lectures as a learning resource exceeds expectations. This study contributes to the growing body of evidence that making video lectures available, especially when they have features that aid finding specific sections, is worth faculty time.

The recent upsurge in enrollments in computing means that student attrition has a substantial opportunity cost. Admitting a student who leaves both reduces graduation yield and prevents another equally qualified student from enrolling. Professors cannot change the background of students, but they can control many aspects of student experience in the computing major. This paper presents the results of a study to understand strongest predictors of retention in undergraduate computing based on a large-scale survey administered in 14 U.S. institutions. Although some factors have more influence for certain demographic groups, findings from this data set suggest that some teaching practices have more power for predicting retention in computing including: relevant and meaningful assignments, examples, and curriculum; faculty interaction with students; student collaboration on programming assignments; and for male students, pace and workload expectations relative to existing experience. Other interactions such as those that a student has with teaching assistants or peers in extracurricular activities seem to have less value for predicting retention. Faculty would be wise to protect their enrollment investments by inspecting course themes, assignments, and examples for student interest and ensuring that students have many opportunities to interact with faculty both in and outside of class.