OCCTIVE is a library of short, animated videos introducing foundational computing concepts. The primary goal is to support faculty outside of Computer Science who are teaching computing in their courses but often lack the class time or background to cover foundational computing concepts that underlie their course materials.

The SIGCSE Committee on Computing Education in Liberal Arts College is charged with providing a network for faculty interested in liberal arts computing programs and providing a voice for the community in larger discussions of computing education. This BoF will invite the SIGCSE community to learn more about the liberal arts and gather information about community priorities for networking and/or advocacy. After a brief introduction to the Committee and its goals, participants will form breakout groups to discuss the priorities and needs of liberal arts CS education. Facilitators will report back high priority items to the room. Then groups will be formed around the common themes, and participants will discuss concrete work for the Committee. The Committee will use the feedback from this session to plan events and activities for the coming year, including the creation of Working Groups, which BoF participants can join. Any SIGCSE attendee with an interest in the liberal arts is welcome to attend. We interpret the liberal arts broadly as programs emphasizing education for the breadth of graduates' career, civic, and personal lives. Faculty at all institution types may also be interested in attending if they supervise graduate students or lead REU programs. Because the stated objective of this event is to hear from new voices, including students, and build connections, our activities will be structured to encourage participation among all attendees. More information about the Committee is available at https://computing-in-the-liberal-arts.github.io/.

Previous research argues that liberal arts computer science programs are defining new directions for curricula based on distinctive features of their institutional and/or departmental identity. These innovations, and the approach to curricular design that inform them, can inspire curricular innovation at large universities, community colleges, and K-12 institutions. This panel illustrates an approach to curriculum design based on institutional and/or departmental identity with specific examples from four programs. It will guide audience members to consider distinctive features of their program context and how that can influence their curricula.

ACM/IEEE curriculum guidelines for computer science, such as CS2013 or the forthcoming CS2023, provide well-researched and detailed guidance about the content and skills that make up an undergraduate computer science (CS) program. Liberal arts CS programs often struggle to apply these guidelines within their institutional context and goals. Historically, this has been addressed through the development of model CS curricula tailored for the liberal arts context. We take a different position: that no single model curriculum can apply across the wide range of liberal arts institutions. Instead, we argue that liberal arts CS educators need best practices for using guidelines such as CS2023 to inform curriculum design. These practices must acknowledge the opportunities and priorities of a liberal arts philosophy as well as a program's mission and identity. This paper reviews the context and motivation behind computing in the liberal arts. We also review the history of liberal arts CS educators and ACM/IEEE curriculum guidelines. We present data and trends about liberal arts computing programs, discussing how this informs curriculum design. Finally, we propose a process that guides programs to work with curriculum guidelines through the lens of institutional and program missions and identities, goals, and situational factors.

A liberal arts context offers unique opportunities for curricular innovation that can inform the implementation of computing curricula more broadly. The SIGCSE Committee on Computing Education in Liberal Arts Colleges has collected 18 model curricula during affiliated events at SIGCSE symposia over the past two years. Here we conduct a distillation of the curricula and discuss themes across the curricula including: flexible pathways through majors, interdisciplinary initiatives, and preparing students for a range of careers and their first job. Our discussion focuses on how liberal arts colleges are empowered to think creatively about computing curricula and how research intensive universities, community colleges, and K-12 can leverage these approaches for their context.

This workshop aims to bring together IDC authors, academic researchers, and industry practitioners to collaborate in identifying translation practices to reduce IDC's research-practice gap. To achieve this, we will (1) share successes and challenges in translational IDC research, (2) explore current IDC authors’ practices and needs to share their evidence-based research with practitioners, and (3) derive ideas with and feedback from IDC authors with hands-on activities and lightweight processes to translate their IDC research to meet the needs of industry practitioners who work on children's media and technologies. This workshop will bring together IDC community members with practitioners in industry to envision and develop pathways to a sustainable process to share IDC research.

No abstract available.

Primarily undergraduate institutions (PUIs), including liberal arts colleges, provide a faculty career path distinct from that of faculty at research universities. Since PhD advisors often lack PUI experience, and PhD students may lack access to mentors at PUIs, this paper serves as a resource for those who want to pursue a tenure-track position at a primarily undergraduate institution. The paper includes information about the benefits and challenges of PUI careers, why departments hire, how to interpret the job advertisement, how applications are read by the search committee, the interview stages, offers, and negotiations. While this paper does not address computing education directly, it addresses the R1 to PUI pipeline which impacts undergraduate education in computer science. The advice presented in the paper is based on common attributes of the tenure-track search process at four PUIs.

Examining the values inherent in papers published at IDC provides a lens to our research community and informs the path of future research needs and opportunities. We conducted a content analysis of the values expressed in all full IDC papers between 2011 and 2019 and a survey with the first authors of 20% of these papers. We examine the types of IDC research contributions, the qualities and behaviors the research seeks to support in children, the role of the child and other stakeholders in the design process, the theories that inform IDC research, and the criteria that guide the technical design choices. We discuss the research contributions and the core value trends over the past two decades of IDC full published papers. We also present the ethical considerations central to the surveyed authors' work. Based on our analysis, we discuss implications and opportunities for future contributions, such as explicit attention to inclusivity in research, encouraging multidisciplinary collaborations, and expanding the qualities our community aims to support in children. These qualities include: focusing on children's sense of autonomy, agency, and empowerment; and children's participation in research as active creators of technology.

No abstract available.

To inform the design of collaborative learning systems and assignments, our research asks: What aspects of student-generated content truly enhance learning outcomes? Herein we detail the methodologies we have developed to answer this question, including comparing performance on exam questions, some of which are based on specific metaphors found in a student-created "flipped" wiki textbook, and automating wiki content analysis for correlation of performance with creative language forms.

We describe an approach to analyzing student-created content on wiki systems based on identifying creative linguistic content. We apply this approach to wiki entries written by students in an advanced chemistry course. We illustrate creative linguistic forms, how they change over time, and, based on in-depth student interviews, their value to student producers and consumers of wiki content.

We present the development, implementation and evaluation of a new team-taught introductory computer science course focused on the topic of bioinformatics. Our course is unique when compared to other bioinformatics and interdisciplinary (biology and computer science) courses taught to undergraduates. Instead of analyzing data provided to them, students collect their own data at the biology lab bench and then analyze their data utilizing various bioinformatics tools in the computer lab. In addition, while other bioinformatics classes focus on programming, our course introduces other computer science topics relevant to the biological problems under investigation such as artificial intelligence, networks and databases. Our approach resulted in students acquiring an appreciation for how biology and computer science function synergistically.

Large-scale research projects that involve multiple investigators from many disciplines and many universities face challenges that affect collaboration and cohesion of the project. In this poster, we propose a "Big Science" collaboration system that uses Human Computer Interaction, Artificial Intelligence and Big Data methods to identify project cohesion and create effective collaborative connections.

Our research focuses on the use and design of virtual peers (life-sized, computer-animated children) as intervention and assessment tools for the social and communication skills of children with social skills deficits, such as autism. To best design a virtual peer that simulates human interaction, we observe and analyze the behaviors of both typically-developing children and children with autism as they play with peers. Later, we apply these behavioral characteristics to the behavioral repertoire of the virtual peers. This analysis identifies the key design attributes of a virtual peer that best elicits the social and communication skills we are interested in evaluating and addressing during the assessment and treatment procedures.