This poster presents an analysis of student learning of basic workflow process for GitHub. It draws on data gathered by GitKit, a learning environment that supports the development of fundamental GitHub skills widely used in contemporary software development. The poster discusses the purpose and facilities of GitKit and presents an analysis of data from use of GitKit at multiple institutions. This analysis focuses on student misconceptions and strategies in trying to execute basic GitHub workflows.

Open source provides a great approach for students to learn about large scale software, team processes, and tools that comprise professional software development. Open source can motivate learning in software engineering by providing scale, complexity, and product evolution that in-class examples cannot match. Finally, open source projects motivate students by providing an authentic, collaborative engagement environment for learning. Join us for a discussion with instructors on the myriad ways that open source software can be incorporated into classes or used to motivate students in clubs and extracurricular activities. Instructors who have tried open source with students will be invited to share their experience and offer examples of what they've done in the classroom. All participants will be encouraged to share ideas, discuss challenges and problems, and ask questions related to teaching with open source. Humanitarian free and open source software (HFOSS) provides the added benefits of appealing to students who are interested in humanitarian applications of computing and providing an opportunity to introduce all students to computing for social good. The BoF organizers are focused on HFOSS, and able to discuss that aspect of teaching open source. But the organizers also encourage faculty with interest in using any type of open source in the classroom to join in this discussion.

This poster presents new developments related to GitKit, a scaffolded environment that supports both students and instructors in developing fundamental skills related to Git-based platforms like GitHub that are widely used in contemporary software development. The poster discusses the purpose and facilities of GitKit, including new capabilities, and preliminary data collection to analyze student skill development in learning GitHub tasks.

This work in progress research paper describes preliminary results of a survey-based study with the goal of answering the research question: Are students in underrepresented race/ethnic groups more interested in and motivated by humanitarian applications of computing rather than non-humanitarian applications? The survey explores student interest and motivation by asking them to choose between humanitarian and non-humanitarian computing applications. The study builds on theories and prior studies that indicate that student learning is improved by providing context to learning in the form of authentic, collaborative engagement with the subject matter. The study also builds on prior research that indicates humanitarian applications may have special appeal to some student groups that are underrepresented in computing education. This prior work includes ad hoc observation by the authors and several small scale surveys that were administered to upper level computing students. Part of the motivation for this study was to see if the same preference for humanitarian applications was apparent with students taking introductory computing courses. Introductory computing students at four institutions completed the survey and the responses of 340 students were analyzed based upon their self-reported races/ethnicities. Students in all race/ethnic groups indicated a higher interest in and motivation by humanitarian applications over non-humanitarian options. In fact, all race/ethnic groups preferred humanitarian over non-humanitarian computing applications at the p<.001 level. In considering differences across race/ethnicities, results indicate that humanitarian applications of computing are particularly appealing to Black and Latinx students. In combination these results indicate that all student groups might be better engaged by course materials that provide a humanitarian context, and underrepresented Black and Latinx students might find the humanitarian connection particularly compelling. Based on these findings, instructors might consider framing programming examples and assignments with a humanitarian focus in order to engage students and potentially increase the number of underrepresented students studying computing.

Modern version control tools and workflow practices are required skills for nearly all production software development, making them essential for students and in high demand among employers. Since these tools and processes were created for distributed, asynchronous collaboration on large scale projects, teaching them in an authentic context that makes clear their utility and design presents myriad challenges for both faculty and students. The GitKit is a snapshot of the FarmData2 Humanitarian Free and Open Source (HFOSS) project's artifacts (code, issues, documentation, etc.) frozen at a particular point in time and packaged with learning activities, an instructor guide, and a choice of containerized development environments. The GitKit thus provides students with the authentic context of a real-world project in which to learn and practice key Git and GitHub skills and workflows, while mitigating many of the challenges of doing so in an educational setting. The GitKit, including its learning activities and development environments are described in sufficient detail to encourage instructor adoption and feedback. A pilot study of student experiences with the GitKit is promising, suggesting that students gained an understanding of FOSS concepts and key skills, noticed automated guidance and feedback built into the development environment, and found it helpful in their learning. Future plans for the GitKit based on these surveys and instructor experiences with pilot uses are described along with plans for the development of HFOSS Kits for teaching and learning of other software development and aligned skills in authentic contexts.

This study investigated whether humanitarian applications of computing are more interesting and motivating to students than non-humanitarian options and whether there are differences across race/ethnic groups. A survey was developed to measure students' interest by asking them to choose between two applications, one humanitarian and one non-humanitarian. Students were also asked to rate how motivating they would find working on a collection of humanitarian and non-humanitarian applications.

Community and Technical Colleges are pivotal two-year educational institutions within the United States. These colleges have been at the crossroads of numerous educational initiatives and partnerships, spanning K-12 education, traditional four-year colleges, and collaborations with various workforce and industry sectors. A highlight of Community Colleges lies in their diverse and heterogeneous student body, which is further shaped by the influence of workforce demands that guide the crafting of specific curriculum components. As a result of these dynamics, Community Colleges present a rich array of computing programs, among them Computer Science degrees, particularly the Associate in Science (AS) and Associate in Arts (AA) variations, commonly known as academic transfer degrees. These transfer-focused degrees are meticulously structured to harmonize learning outcomes, objectives, and competencies with the esteemed ACM/IEEE curricular guidelines. This alignment primarily aims to forge comprehensive two-year pathways that seamlessly bridge curricula and facilitate the transfer of credits to Computer Science programs at four-year institutions. Computer Science programs offered at the lower-division undergraduate level face curriculum-related challenges and emerging prospects while embracing the recommendations set forth by curricular guidelines such as ACM/IEEE-CS/AAAI CS2023. These challenges encompass factors like the allocation of transfer hours, the breadth of subject matter within computer science, and the evolving efforts to secure ABET accreditation for two-year computing programs. In this paper, authors from several community colleges present significant curricular and pedagogical challenges confronting Computer Science programs in two-year programs, additionally to contextualize the role of community colleges in the ACM/IEEE-CS/AAAI CS2023 project.

The persistent lack of women in computing programs leads to some key questions about how to engage more women in computing. Although prior research has shown that women self-report they are motivated by the potential "doing good" nature of computing, this paper describes a more focused study designed to investigate if there are differences in women's interest and motivation in developing humanitarian vs. non-humanitarian applications.

Community and Technical Colleges are two-year college institutions in the US that have been at the intersection of many educational initiatives and partnerships, such as K-12, four-year colleges, and workforce/industry partnerships. Community Colleges are notable for their diversity and heterogenous student population, but also for the workforce's influence to disseminate specific curriculum requirements. Therefore, community colleges offer a large variety of computing programs, including computer science degrees, notably Associate in Science (AS) and Arts (AA) (a.k.a. academic transfer degrees). Ideally, these transfer degrees align learning outcomes, objectives, and competencies to the ACM/IEEE curricular guidelines, mainly to create two-year programs, align curricula and ease transferability to four-year colleges. Due to the nature of these degrees, computer science education at the lower-division undergraduate level faces curriculum challenges and emerging opportunities while adopting curricular guideline recommendations. Some of these include the number of transfer hours, the scope of topics in computer science, and the most recent ABET accreditation efforts at the community college level. This discussion aims to identify and recognize additional significant challenges that computer science programs in community colleges face, particularly while adopting curricular guidelines recommendations, such as CS 2023. Moreover, the discussion on this matter will influence the recognition of curricular guidelines and considerations for two-year programs in computer science. Compilation of community colleges' viewpoints and feedback during this conversation will be considered part of the curricular practices "Community Colleges Perspectives: From Challenges to Considerations in Curricula Development" document, featured in the new version of the CS2023: ACM/IEEE-CS/AAAI Computer Science Curricula.

This Research Full Paper describes a case study of educators changing practice as a result of interactions with an open source software community. It examines an NSF-funded initiative designed to expose educators to humanitarian free and open source software (HFOSS) communities and, in turn, to support them in involving their students in these communities as part of their classroom experience. To date, more than 150 faculty from over 120 different institutions have participated in the initiative’s faculty development workshops. In this work, we conducted in-depth interviews with 24 workshop participants. The interviews explored how faculty had adopted HFOSS in the classroom, the hurdles and successes they encountered, and how their teaching had changed, among other questions. Some of the themes we identify in our data – obstacles to adoption, such as a lack of time, and the importance of the institutional context – confirm prior findings in the literature on pedagogical change. However, this work also identifies several additional nuances that have not previously been reported and emphasizes common aspects among educators who successfully adopted a practice.

Computing for social good is an expanding focus for many computing departments. For some, computing for social good aligns with their missions, while for others it is a way to broaden students' views of the field. Having students work on an issue on their campus or in their community provides them with a topic that may be familiar, or a client that may be more accessible. It empowers them to make a difference at their school and help others in a concrete and meaningful way. Examples of campus-based computing for social good initiatives are LibreFoodPantry (on-campus food pantries), FarmData (college run organic farm) and OpenEnergyDashboard (on-campus energy utilization). These open source projects allow students to contribute to a campus-based need while at the same time learning valuable project management skills, teamwork, version control and much more.

The benefits of increasing diversity in computing are well known, but the computing profession continues to struggle to become diverse. Recent figures from the National Center for Women in Technology show that only 26% of the computing workforce were women. There is some evidence that demonstrating the ability for computing to accomplish social good may make studying computing more attractive to women and members of other underrepresented groups. This poster presents initial results of a survey of 288 undergraduate students to ascertain preferences for computing domains. The poster provides evidence of aspects of computing that appeal to underrepresented groups, including women.

Engaging students in humanitarian free and open source software (HFOSS) projects allows them to gain real-world software development skills while helping society. Participating in an existing HFOSS project, although ripe with learning opportunities, presents a number of hurdles for faculty and students. An alternative to joining an existing HFOSS project community is to participate in a faculty-led HFOSS project. These projects provide the instructor with more control over the learning environment, but often lack an active community outside of the classroom. This paper describes a multi-institutional effort to engage a community of developers in creating humanitarian open source projects to support their on-campus food pantries. Food insecurity on campus has become a national concern and many institutions have, or are starting, food pantries to support the student, staff, and faculty community. Starting a faculty-led HFOSS project involves making decisions not only about the features of the project but also about community norms, tool choices, project development workflow, and inter-institution cooperation. This paper provides an overview of the creation of LibreFoodPantry, a community who is developing a suite of projects that support on-campus food pantries. It describes instances of using LibreFoodPantry's projects in various classroom settings, the lessons learned from these experiences, and the resulting discussions and decisions made by the LibreFoodPantry Coordinating Committee. This process has led to a community dedicated to easing the on-ramp for faculty who want to help their students contribute to an HFOSS project.

Student involvement in Humanitarian Free and Open Source Software (HFOSS) increases student self-reported learning while providing the motivation of "doing good" [11]. Supporting this type of student participation also impacts the instructors. This effect includes modifying one's teaching approach, providing a different perspective on the subject matter, and changing how instructors perceive their roles. This paper explores the impact on instructors that result from supporting student participation in HFOSS, including consideration of pedagogical practices, self-perceptions of teaching, and exposure to open source culture and technologies. The paper also examines resources that instructors consider important for HFOSS education. The analysis presented here is based upon a qualitative analysis of semi-structured interviews with 24 faculty members. Results indicate that exploring HFOSS education changes instructors' pedagogical approaches, broadens instructors' perspectives on the connections between academic content and professional practice, and has impact on instructors' attitudes and motivations when teaching.

Studies have shown that Humanitarian Free and Open Source Software (HFOSS) projects provide a rich learning environment for students, allowing them to gain a range of both technical and professional skills. Although there have been a number of studies on student attitudes toward learning within HFOSS projects, little has been documented about instructors' experiences supporting their students in the classroom. This paper examines survey results from 26 faculty members who participated in an NSF-funded Professors' Open Source Software Experience workshop with the goal of incorporating HFOSS into their curriculum. The survey was designed to identify barriers to using HFOSS in the classroom, to understand the type of classes where instructors incorporated HFOSS, the successes attained and challenges faced by instructors, and to understand instructors' future plans. The data gathered was used to enhance semi-structured interviews that are currently being analyzed. This paper focuses on the hurdles reported by faculty members, the cross-section of uses of HFOSS in the classroom as well as factors that may influence one's ability to integrate HFOSS into the curriculum. The results of the survey demonstrate that faculty have successfully incorporated HFOSS into a wide range of courses across all four years of the curriculum with both large and small classes. The major hurdles are time to prepare materials for one's course as well as finding time within an existing course to integrate HFOSS material.

There is a growing community of faculty members who support student participation in Humanitarian Free and Open Source Software (HFOSS) projects in a variety of courses at a range of different institutions. HFOSS can provide a plethora of learning opportunities for students that ranges from design to code to test to documentation and more. Involvement in an HFOSS project allows students to gain professional skills while also gaining an understanding of the social impact of computing. However, experience has shown that supporting student involvement in HFOSS can pose some challenges to instructors including identification of appropriate assignments, creation of rubrics, grading, and managing interactions with the HFOSS community. The organizers of this BoF are faculty members who have a spectrum of experience in supporting student involvement in HFOSS. The organizers will share tips for structuring such student participation as well as discuss challenges that they've experienced and approaches for overcoming those challenges. Attendees will be encouraged to ask questions about how to get started, selecting an appropriate HFOSS project, structuring assignments, and more. This BoF will provide faculty members the opportunity to network with instructors with experience in this area.

Can students contribute to HFOSS projects as part of their computing curriculum? How and at what level can HFOSS be integrated? What are the success stories and challenges? This BOF will be led by a diverse group of faculty who have incorporated HFOSS into their classes. They will lead a discussion on the various approaches, successes and challenges they have encountered. Their experiences will provide a backdrop for this BOF session, which should lead to a lively discussion of how and why to use HFOSS in computing courses. Faculty who are interested in HFOSS, but who are novices, will learn about potential projects and classroom materials as well as make connections with more experienced faculty in this area.

Providing students with the professional, communication, and technical skills necessary to contribute to an ongoing software project is critical, yet often difficult in higher education. Involving student teams in real-world projects developed by professional software engineers for actual users is invaluable. Free and Open Source Software (FOSS) has emerged as an important approach to creating, managing, and distributing software products. Involvement in a FOSS project provides students with experience developing within a professional environment, with a professional community, and has the additional benefit that all communication and artifacts are publicly accessible. Humanitarian Free and Open Source Software (HFOSS) projects benefit the human condition in some manner. They can range from disaster management to microfinance to election-monitoring applications. This article discusses the benefits and challenges of students participating in HFOSS projects within the context of undergraduate computing degree programs. This article reports on a 6-year study of students' self-reported attitudes and learning from participation in an HFOSS project. Results indicate that working on an HFOSS project increases interest in computing. In addition, students perceive that they are gaining experience in developing software in a distributed environment with the attendant skills of communication, distributed teamwork, and more.

Curriculum guidelines for both Computer Science and Software Engineering emphasize the need for student experience working on a sizeable, real-world project. This poster presents student experience in a Humanitarian Free and Open Source Software (HFOSS) project that is jointly maintained by the GNOME Accessibility Team and three academic institutions. In this environment, students enjoy apprenticeship learning and learn directly from professionals within an active project. Results from a survey on student self-reported software engineering learning, attitude towards computing, and career plans are presented.

Have you ever wanted your students to contribute to or learn from a real-world software project that benefits society? Want some help getting started? Many students find involvement in Humanitarian Free and Open Source Software (HFOSS) projects engaging and motivating. As a first step, this workshop will introduce faculty to FOSS tools and culture. Through a virtual field trip into the world of HFOSS you will learn how to find a project, discern characteristics of a good project for student participation and understand how to use IRC, a communication tool used by FOSS developers. The use of version control to support project development will also be discussed. Along the way, you will learn how to support student learning in such projects. All topics will be covered at an introductory level. Participants will take away exercises that can be used in the classroom. Additionally, participants will have access to support in the creation of assignments or curriculum and their implementation from teachers experienced in supporting students in HFOSS participation. Additional information at: http://www.foss2serve.org/index.php/SIGCSE_2014_Workshop Laptop required.

Integrating Free and Open Source Software (FOSS) into our curricula can provide students with a rich, motivating learning experience that helps them develop technical as well as soft skills. However, integrating FOSS into curricula does have its challenges. This birds-of-a-feather (BoF) seeks to bring together faculty to discuss challenges, share resources, share solutions, and make connections. So, whether you are considering integrating FOSS into a class for the first time, or you are looking for ways to improve what you are already doing, this BoF is for you. Members of the Teaching Open Source (http://teachingopensource.org) and the foss2serve (http://foss2serve.org/) communities will help guide the discussion and be on hand for questions.

Humanitarian Free and Open Source Software (HFOSS) projects provide a real-world application with an approachable and welcoming community for both faculty and students. Many faculty members are excited by the prospect of their students contributing to HFOSS. They perceive it as an opportunity to engage students, regardless of race or gender, in projects that have societal impact. However trying something new in the classroom though can be daunting, and many barriers to entry exist. Locating an appropriate project, trying to figure out how to incorporate a dynamic, real-world project into the curriculum and learning how to interact with the project's community each present their own set of challenges. This BOF provides a gathering place for faculty who are interested in student participation in FOSS or HFOSS. The discussion will include an overview of an NSF-funded project, OpenFE. The goal of OpenFE is to develop faculty expertise in working with HFOSS projects and to develop curriculum materials that support faculty members in bringing this approach into their classrooms. The members of the OpenFE team will discuss plans for this grant and welcome both novices and experienced contributors to join us and provide feedback.

Many institutions are considering offering a course on mobile application development to harness its popularity to attract new majors, retain those we have, and to motivate learning. The panelists present four experiences in teaching a mobile application development course. They share their experiences in an effort to start a discussion about mobile application development in computing curricula. In the first half of the session, each panelist presents their experience including: an overview of the course; its audience, position in the curriculum, and pre-requisites; the platform, language, and development environment used; positives about the course; and roadblocks and negatives about the course. This provides a foundation for an audience directed discussion in the second half.