In response to the enrollment surge that started in many CS depart- ments around 2006, the Computing Research Association published a report on "Generation CS", which named a pervasive theme in computing education: more and a greater diversity of students are seeking computing education, even if not as traditional CS ma- jors. However, our curricula and departments have stayed much the same. We still mostly prepare students for software develop- ment jobs in the technology industry, while we rarely identify the damage that same industry has caused in our democratic societies. How do we do better? How do we change to meet the needs of a changing society? What strategies should we apply? We know that large-scale change will require structural shifts, but such shifts are likely to be slow and expensive, whereas smaller, "boots on the ground" initiatives can positively impact individuals but do little to change the systems that underlie the deeper-seated problems in computing. Navigating this paradox is imperative to our success as a field. Our panel will address the big questions about how to make structural changes in computing education in order to meet the greater needs of Generation CS.

Although many undergraduate computing students participate in internships, little research explores these experiences. Using survey data from 1,018 undergraduate computing students at 15 U.S. research institutions and Social Cognitive Career Theory as a theoretical framework, this study explores the experiences of computing undergraduates who participated in computing internships and the extent to which their internship experiences shaped their reported interest in pursuing computing-related careers after graduation. The study investigates how students' experiences in their primary computing internship may vary by gender and racial/ethnic identities. Findings indicate that a large majority of computing students felt that their internship experiences increased their professional skills and awareness of the skills most valued in the workplace; these findings held across gender and racial/ethnic groups. However, women, particularly white and Asian women, were more likely to report that their internship helped them increase their technical skills than their male peers. Indeed, growth in one's professional skillset was the strongest predictor of students' increased interest in a computing career. Also, identifying as a woman or gender non-conforming individual, working in an internship environment with same-gender peers, and having strong computing self-efficacy were positively associated with increased interest in a computing career. These findings highlight the key role that internships can play in retaining undergraduate women and non-binary students in computing as they transition from college to career.

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.

Since 2006, undergraduate interest in computer science degrees has increased significantly, marking the third period of CS enrollment growth since the field's emergence in the early 1900s. Scholars have theorized that institutional approaches to managing these cycles of enrollment growth, notably the inability to scale programs, resulted not only in the discipline's constriction, but also the disproportionate decline in the participation of Black, Latin*, and Indigenous students in computing. This history suggests that it is important for stakeholders to think intentionally about how the management of enrollment surges can hamper, or even undermine, efforts to broaden participation in CS; yet there is limited research examining whether and how stakeholders from CS departments perceive this relationship. This paper reports findings from a qualitative study of CS departments at four public research institutions in the United States to understand how 55 stakeholders perceived undergraduate enrollment and diversity trends, as well as the relationship between booming enrollments and diversity efforts within the department. We found that participants largely spoke about their diversity work without referencing the impacts of enrollment shifts in the department. When this relationship was discussed, participants varied in how they framed it as either positive, negative, or null. We argue that separating out diversity work from core priorities in the department will hinder departments' ability to sustain BPC efforts into the future. Instead, it is imperative that stakeholders understand how departmental responses to dynamic external forces (e.g., booming enrollments, shifting realities related to COVID-19) impact diversity efforts.

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.

While introductory computing courses (i.e., CS1) continue to enroll large proportions of first- and second-year computing majors, more non-majors than ever before are enrolling in CS1 at later points in their college careers. These "latecomers" to computing are a unique population that may be more diverse, given that prior research indicates students from historically underrepresented groups often develop an interest in computing later than White and Asian men. Thus, as computing departments grapple with the pressures to broaden participation, latecomers to CS1 may be a population from which to recruit women and underrepresented students of color. Using survey data from a nationwide study of CS1 course takers, this study explores the demographic and academic background characteristics of students who took CS1 in their third year or beyond. We also analyzed the characteristics and CS1 experiences that predict latecomers' decisions to major or minor in computing. Findings indicate that latecomers came from a variety of academic disciplines and were more likely than computing majors who take CS1 courses earlier in college to be women. However, latecomers who were women were less likely than men to be recruited to a computing major or minor. Additional findings and implications for practice are discussed.

Declaring a computer science (CS) major at the outset of college and going on to earn a computing degree may be the most direct route to a career in computing, but it is certainly not the only pathway. However, much of the work on pathways to computing careers focuses on those who have taken this traditional route, while less attention has been paid to those who pursue alternative pathways into computing. Understanding alternative pathways into computing may be particularly important to discussions about diversity in the field, as some research has shown that women and underrepresented minority (URM) students who enroll in CS courses are more likely than men and other majority students to be non-computing majors and to take computing courses later in their academic careers. This panel will provide perspectives from individuals with expertise in several alternative pathways into computing, such as through coding boot camps, undecided students, community colleges, and retrained end-user programmers.

As enrollments in computer science (CS) undergraduate programs are booming, CS departments are struggling to accommodate more students while also seeking to bring more women and underrepresented minority (URM) students into the field. A particular burden has been placed on introductory CS (i.e., CS1) courses to navigate these important, but sometimes competing, realities. As CS departments employ strategies to manage growing enrollments and recruit more diverse students into their CS1 courses, administrators and faculty will benefit from knowing more about the students who take these courses and how they may differ based on their major (CS majors and non-majors), gender, and race/ethnicity. This paper presents findings from a national study of CS1 courses and discusses key differences in introductory course students' demographic and background characteristics and pre-course experiences across these groups.