The popularity of autograding has grown due to increasing class sizes and the need to reduce grading load while ensuring quality. Autograding has conventionally been used for multiple choice and fill in the blank questions, or to check code correctness. In this work, we discuss the use of autograders at UBC and some non-conventional autograding implementations in our curricula. We reflect upon our autograder use in our courses and discuss the benefits, implications, and considerations of this pedagogical choice.

This ITiCSE Working Group (WG) has two goals: first, to increase awareness of computing education research in the African countries, and second, to create and strengthen connections between computing education researchers in African countries and those in the larger computing education research community.

International students from non-English speaking countries confront various challenges when seeking a degree at an English-speaking institution. Some of these challenges relate to the language of instruction, adapting to the norms of a new culture, and the academic program's structure. Learning is a cognitive, social, and emotional activity mediated by activities outside of the lecture hall. Therefore, exploring students' academic beliefs about belonging and how learning works is essential. This report explores how viewing interview clips of second and third-year students can increase first-year students' confidence and sense of belonging and motivate them to engage in effective study practices. The feedback indicates that viewing the interviews positively impacted their confidence, sense of belonging, and understanding of how to succeed in the course. This report details our experience incorporating the interviews into the course, reflects on the feedback students provided, and presents considerations for faculty seeking to use interviews to impact their students' beliefs.

This panel will highlight the experiences of Black, Asian, and Latinx women and non-binary instructors as junior faculty. Despite efforts to broaden participation, CS departments are often quite homogeneous, forcing faculty of marginalized identities to attenuate certain aspects of, or entire identities, to better "fit in" with their colleagues. We will discuss the impacts on faculty and engage with the audience to identify avenues of individual (i.e., colleagues) and systemic (i.e., department culture and policies) allyship.

Concerns about academic misconduct are nearly ubiquitous among educators, and are especially prevalent in computer science. However most conversations relating to misconduct focus on how students cheat, how to detect when they do, and how to discipline offenders. This emphasis on "detect and punish" can have severe negative consequences, including toxic classroom cultures, adversarial student-staff relationships, and massive mental and emotional workloads for instructors. In this panel, we examine possible root causes for misconduct in CS courses and advocate for shifting the narrative to focus on designing and delivering courses that discourage misconduct by being inclusive and supportive to all students. We also offer concrete suggestions for approaches to reduce mis-conduct through non-punitive means.

Learning is a social and emotional activity. Unfortunately, most instructors find that they lack the time and resources to focus on student affect during lectures, and student well-being is consigned to activities outside the lecture hall. As we see a rise in mental health issues in university students, there is a need for integrated approaches to support student well-being. Practices that are brief and easy to implement can be integrated into lecture sessions to help students, without detracting from learning outcomes or placing undue burden on course instructors. In this session, we will first make a case for lightweight practices, and then present and demonstrate some simple practices that can be used to support students' emotional engagement. The practices that will be presented are evidence-based and have been used in a variety of computing courses.

Undergraduate and graduate teaching assistants (TAs) play a pivotal role in supporting student learning. TAs perform various duties, including grading, facilitating labs and tutorials, supporting collaboration projects, and, in some cases, designing course materials. TAs often receive training to enhance their technical skills but, more recently, some TA training programs have begun to recognize and emphasize the need for skills that help TAs foster inclusive learning spaces. Because TAs often have more opportunities to interact directly with students and hold dual identities as students and teachers in the same community, how they address and mitigate non-inclusive behavior may be different than how faculty would. While some TAs are beginning to receive training on concepts like self-efficacy, growth mindset, equity, inclusion, and bias, our community needs a deeper understanding of what skills TAs need to cultivate inclusive spaces and how these skills can be developed and evaluated within the constraints of the teaching term. In this BOF, we will discuss the skills and competencies that faculty and TAs believe are essential for helping TAs foster inclusive learning spaces, how to teach those skills and competencies in TA training programs, and how to evaluate the effectiveness of those programs.

Computing has, for many years, been one of the least demographically diverse STEM fields, particularly in terms of women's participation [2] and those from minoritized racial and ethnic groups. In the case of higher education, one of the most powerful sites of intervention is the classroom. The last decade has seen a proliferation of research exploring new teaching techniques and course sequencing and their effect on the retention of students who have historically been excluded from computing. This research suggests interventions and practices that can affect the inclusiveness of the computer science classroom and potentially improve learning outcomes for all students. But research needs to be translated into practice, and practices need to be taken up in real classrooms. The goal of this working group (WG) is to conduct a systemic "state-of-the-art" review of recent empirical studies of teaching practices that have some explicit test of the impact on women (or other under-represented groups) in computing. The WG will produce an annotated bibliography and a report that distills the research into specific, actionable practices.