In contrast with studies that have identified why students commit academic offences, many educators are familiar with the excuse that an accused student did not know the behavior counted as dishonest. Given the variations in policy and the ways collaboration and code sharing occur in professional and hobbyist spaces, this might be plausible. Mismatches between students' conceptions of academic honesty and course policy can have major consequences, from being kicked out of programs to being too nervous to study with peers. In this work, we investigate what students understand about academic integrity in computer science courses and if there are differences based on university, country, demographic, or online versus in-person courses. We present a study that surveys undergraduate computer science students (N = 1,011) at three universities (Australia, Canada, and the United States of America). The results show that all three institutions take academic integrity seriously, and their students are aware of its importance, but confusion on what is covered under the policies is common. Interestingly, the results also show that course instructors play a huge role as to what students perceive to be a violation of the academic integrity policy at their institution. By understanding student's perspectives on academic integrity, educators can better develop policies and practices that reduce inadvertent and mistaken violations of academic integrity policies.

Twine is an open-source tool for creating interactive, nonlinear stories. Minimal programming experience is required for users to create a Twine story, but advanced programmers can extend a Twine story with conditional logic, variables, CSS, and JavaScript. Its accessibility has led to it being used as an educational tool, but it does not offer a native way for multiple users to collaborate on the same story. Students working on a single story are limited to sharing a computer or sending a file back and forth with each other. Prior research on pair programming with younger K-5 students have suggested that single-computer pair programming, where one person is actively using the computer at a given time, may not be the most productive method of collaboration. We developed Intertwined, a modified Twine that enables real-time collaboration between multiple users on the same story. This experience report details the use of Intertwined in a two-day programming camp with kids aged 8-15, where participants collaborated on a Twine story using both a single-computer pair programming method and a multi-computer pair-programming method where each camper was given their own computer. Our observations and survey results found that campers largely favored multi-computer pair programming. Campers had increased efficiency and fewer instances of interpersonal conflict when working on their own computers. Effective collaborative work relies not only on the appropriate method of collaboration but the appropriate tool and activity for collaboration, and real-time collaborative work using interactive stories should be given consideration as an effective learning method.

The COVID-19 pandemic has highlighted the importance of understanding the effectiveness of online learning tools, especially for the socio-cultural aspects of education. In online classes, we observed that students had low participation in online discussions with peers or instructors. Recognizing the importance of having a platform that supports digital collaboration, academic content delivery, and social interactions between students in a class, we utilized a platform popular with students, Discord, in two large undergraduate Computer Science classes at a mid-sized university. We evaluated their experiences and perceptions using a survey at the beginning and end of the quarter. Eighty-seven percent of participants who used the class Discord stated that using a digital collaboration platform like Discord to supplement classroom online interaction enhanced their sense of belonging in the class. Drawbacks were non-class relevant chatter, questions being lost in the shuffle, and academic honesty. We hope this work will assist educators to bridge the gap between the in-person and online classrooms by leveraging digital communication platforms which facilitate a space for student socialization.

As the COVID-19 pandemic spread throughout the United States in Spring 2020, universities around the country conducted the unprecedented feat of moving essentially their entire curricula online. This abrupt mid-semester shift in modality was the first of its kind at scale, but it will not be the last. Now that our experiences during the pandemic have demonstrated that an online transition is possible, we may see similar transitions proposed during smaller scale crises, especially as an alternative to school closures. We present an experience report focusing on computer science instructors at a large Midwestern university during the Spring 2020 online transition: the challenges they faced, as well as the interventions they implemented. As more data and analysis is generated from the first mass, unwilling modality shift, it is nevertheless important to focus on the visceral reactions and lessons learned from teachers and students in the moment as they responded to an unprecedented situation. We therefore also present our analysis of critical challenges and preliminary pedagogical recommendations for consideration during future rapid transition "involuntarily online" semesters.

Hackathons, the increasingly popular collaborative technology challenge events, are praised for producing modern solutions to real world problems. They have, however, recently been criticized for positing that serious real world problems can be solved in 24-48 hours of undergraduate coding. Projects created at hackathons are typically demos or proof-of-concepts, and little is known about the fate of them after the hackathon ends. Do they receive continued development in preparation for real world use and maintenance as part of actually being used, or are they abandoned? Since participants often use GitHub (Microsoft's popular version control system), it is possible to check. This quantitative, empirical study uses a series of Python scripts to complete a robust analysis of development patterns for all 11,889 of the U.S. based 2018-2019 Major League Hacking (MLH) affiliated hackathon projects which had GitHub repositories. Of these projects, approximately 85% of commits were made within the first month, and approximately 77% of the total commits occurred within the first week. Only 7% of projects had any activity 6 months after the event ended. Evaluated projects had an average of only 3.097 distinct commit dates, and the average of commits divided by the length of the development period was only 0.1. This indicates that few projects receive the post-event attention expected of an actively developed project. Finally, this study offers a dialogue of possible ways to reformat hackathons to help increase the average longevity of the development period for projects.

Hackathons, the time-bound collaborative project-based computer science competitions increasingly popular with computer science students, are one of the largest-scale innovations in computing education of the past decade. This research examined three hackathons and 46,500 surveys to find that educational benefits were unequal between genders in ways that would especially impact women returning to the workforce.

To address a gap in digital privacy education, the authors created a theoretically informed interactive game to help middle and high school students gain a systems thinking perspective of the sociocultural aspect of negotiating digital privacy. The game has been run at three technology conferences, from which pilot data shows students gaining new skills in conceptualizing how (in addition to discretion and technology literacy) they can perform digital privacy socioculturally to resolve the tensions between their figured worlds. In addition, a lesson plan and a website have been created to help teachers access and utilize this game. This paper discusses the theoretical framework, design decisions, pilot data, and future work planned for Digital Privacy Detectives.

In the space between the well documented shortage of access to computer science educational (CSed) opportunities, especially those that broaden participation, and the increasing consensus that computer science knowledge is a fundamental modern literacy lie an eclectic collection of non-traditional and informal CSed projects. An increasingly popular form of interest-based CSed product are board games, which are often justified as interventions due to their 'unplugged' nature and their supposedly natural appeal to diverse audiences of children. Through an exploration of the popular and academic discourses around the CSed board game genre, we found over 30 games which specifically aim to teach core CS content, often with a wide variety of rationales for utilizing a board game format. This poster will display the results of our preliminary work investigating how designers position cardboard as the exciting new alternative for teaching computer science education. Our examination of game makers' documentation and related research suggests that further work is required to determine how well the board game medium serves the various justifications presented by the game makers in our sample.

While the USA struggles with a demand for computer programming education which exceeds the capacity of formal educational opportunities, online resources dedicated to programming are growing rapidly. One valuable way to measure the usefulness of these online resources is to examine the links posted in the forums of CS learning communities. We scraped and analyzed over 80,000 posts from two popular forums (Reddit and Stack Overflow), and found that how these communities use and talk about CS learning resources (such as books and tutorials) demonstrated their differing priorities. These results have much to suggest to both novices and teachers.