To meet the need of teaching faculty in computing and information sciences, many institutions of higher education in North America have been actively seeking and successfully recruiting full-time teaching faculty without requiring PhD While these pathways are becoming more established, there remain significant challenges in preparing, recruiting, and supporting teaching faculty in ways that reflect their unique positions in academia.

Process Oriented Guided Inquiry Learning (POGIL) is a research-based instructional strategy with a proven history across STEM disciplines. In a POGIL classroom, teams of students work on activities that are specifically designed to guide them to construct their own understanding of key concepts. At the same time, students develop process skills such as communication, teamwork, problem solving, and critical thinking. POGIL incorporates practices shown to be particularly helpful for students from underrepresented populations. In a POGIL classroom, teachers are facilitators, not lecturers. Multiple studies have shown that students in POGIL classes do better on common exams and in subsequent courses. For more information, see http://cspogil.org and http://pogil.org. This BOF will (1) enable people unfamiliar with POGIL to ask questions and learn more, and (2) bring together experienced POGIL practitioners to share experiences, concerns, ideas, and insights. As in a POGIL classroom, we will discuss topics in small teams and report out to the larger group.

This virtual workshop introduces Process Oriented Guided Inquiry Learning (POGIL) to anyone who teaches CS or related subjects. In a POGIL classroom, teams of 3-4 learners work on activities with a particular structure based on learning cycles. Through scripted inquiry and investigation, learners discover concepts and construct their own knowledge. Using assigned team roles and other scaffolding, learners develop process skills and individual responsibility. The teacher is not a lecturer, but an active facilitator who helps all students to be engaged and achieve the learning objectives. POGIL is an evidence-based approach that has been shown to improve student performance significantly. Workshop participants will work through POGIL activities as students and complete meta-activities designed to introduce core POGIL concepts, practices, and benefits. We will share POGIL materials for a variety of CS courses. For more information, see http://IntroCSpogil.org and http://pogil.org, to find activities for CS1, CS2, and other courses.

Demand for computer science teaching faculty is skyrocketing. In response, many colleges and universities are beginning to advertise for and hire teaching candidates without a PhD. In this panel, we discuss our experiences as faculty in this position and explore how we can promote and support the important contributions that non-PhD faculty have on students. Throughout this interactive panel, we will engage in-person and virtual participants from all levels of higher education to discuss the experiences surrounding teaching track faculty without a PhD. Additionally we will reflect and envision how our community can systematically support and create alternative paths within academia that will allow potential faculty to earn a terminal Master's degree and learn how to be effective teachers at the same time.

Despite the important and long overdue increase in the number of diversity, equity, and inclusion (DEI) initiatives in Computer Science, these efforts tend to be focused on diversity in terms of race, gender, socioeconomic status, etc. and run the risk of overlooking the needs of students living with disabilities, who may also feel underrepresented and marginalized in our field. More specifically, few of these endeavors are targeted toward students living with diagnosed mental illness despite the current mental health crisis, which is already having an effect on the field of computing. This session seeks to explore ways in which current DEI efforts in Computer Science can be expanded to be more inclusive of students living with diagnosed mental illness. Rather than serving as a critique of the shortcomings of existing DEI practices, we seek to create a space for a constructive and open conversation. We will discuss how current outreach efforts, recruitment and retention strategies, mentorship opportunities, community building, career advancement, etc. can be broadened and modified to meet the unique needs of students living with mental illness, while at the same time seeking to erase any stigma and misconceptions that may cause others to marginalize and exclude these students. In this timely and important session, participants will have an opportunity to discuss issues that affect CS students living with mental illness, share resources that are available for both students and educators, and describe efforts to create and foster a culture of understanding and support for neurodiverse communities within computing.

This workshop introduces Process Oriented Guided Inquiry Learning (POGIL) to anyone who teaches CS or related subjects. In a POGIL classroom, teams of 3-4 learners work on activities with a particular structure based on learning cycles. Through scripted inquiry and investigation, learners discover concepts and construct their own knowledge. Using assigned team roles and other scaffolding, learners develop process skills and individual responsibility. The teacher is not a lecturer, but an active facilitator who helps all students to be engaged and achieve the learning objectives. POGIL is an evidence-based approach that has been shown to improve student performance significantly. Workshop participants will work through POGIL activities as students and complete meta-activities designed to introduce core POGIL concepts, practices, and benefits. We will share POGIL materials for a variety of CS courses. For more information, see http://IntroCSpogil.org and http://pogil.org, where you will find activities for CS1, CS2, and other courses.

There is a well-known capacity crisis where the number of open faculty positions in CS far exceeds the number of qualified candidates. To meet this demand, institutions are increasingly turning to teaching-track positions whose responsibilities center on teaching. Hiring efforts, though, are stymied by the lack of direct pathways to prepare new post-secondary (i.e., college and university) instructors with adequate computing education and teaching experience. One solution is to create new degree programs targeted at post-secondary CS teaching. Here, we will focus on master's programs because of their shorter duration and increased accessibility to a more diverse set of candidates as well as the increasing acceptance of master's degrees for teaching-track positions. To the knowledge of the discussion leaders, no such program currently exists. This BOF will enable a discussion of how to design such a master's program, including topics such as program type, curriculum choices, admissions, and implementation - how to blend CS subject matter and pedagogical expertise with practical experience to meet the specific needs of post-secondary CS teachers.

Demand for computer science teaching faculty is skyrocketing. In response, many colleges and universities are beginning to advertise for and hire teaching candidates without a PhD. In this panel, we discuss our experiences as faculty in this position and explore how we can promote and support the important contributions that non-PhD faculty have on students. Throughout this interactive panel, we will engage in-person and virtual participants from all levels of higher education to discuss the experiences surrounding teaching track faculty without a PhD. Additionally we will reflect and envision how our community can systematically support and create alternative paths within academia that will allow potential faculty to earn a terminal Master's degree and learn how to be effective teachers at the same time.

Broadening participation in Computer Science requires supporting individuals by helping them feel a sense of belonging to a larger community. In this BOF, we invite participants to brainstorm, to share strategies, and to explore possibilities for building and supporting intentional communities, particularly for underrepresented or marginalized groups. Whether these communities are spaces created by faculty for faculty, by students for students, or by faculty for students, we need to be thoughtful and deliberate about the ways in which we set up, build, and maintain supportive relationships. Indeed, we now increasingly need techniques and strategies that will work both virtually and in person and that can be sustained by both live and asynchronous discussions. During this virtual session, we invite you to grab a snack and a cup of tea and join us as we setup our own 'SIGCSE CommuniTEA' with the intention of supporting each other as we collectively work towards helping all individuals truly feel that CS is for them and towards increasing that sense of belonging to both smaller and larger computer science communities.

Accessibility is an important part of designing and building products, yet many computer science students are not receiving any instruction on how to design for accessibility. Teach Access was founded in 2015 as a joint endeavor between industry and academia to address this issue. As part of this larger initiative to include accessibility topics within the field of computer science, we discuss our experiences organizing and participating in a summer study away program that brought together faculty and students from seven universities to spend a week visiting and learning from accessibility experts at a variety of technology companies within Silicon Valley. This second annual offering of this study away program allowed the participating students to learn more about accessibility, participate in accessibility design challenges, and increase discussion and awareness about disabilities and accessibility. We believe this program to be transformational for the students who participate; and are exploring ways to expand the program offerings to reach even more students.

Coming up with quality, representative, fair exam questions can be difficult. This lightning talk explores one faculty member's eureka moment to have students generate their own exam questions. This approach was tried in a 300-level cross-listed Computer Science/Information Technology course entitled "Programming Graphical User Interfaces." Students were asked to generate at least one question in each of a variety of categories (multiple choice, true/false, short-answer, and coding questions). Five points of the exam (out of 100) was assigned to the students based on their submitted questions. Students were told that if they had a reasonable distribution of quality questions across all course topics, the test would pull entirely from their exam questions. Students used a Google Form to submit questions and to rate how "good" they thought their questions were. The student-submitted questions yielded a 22-page comprehensive study guide, and, at least in this first instance, a solid, representative, and fair exam.