Spring 2025 marks 12 years since Snap! was first used with students and the Snap! Cloud was developed for sharing projects. Since then, nearly 1 million students and educators have worked on almost 10 million Snap! projects. This BOF brings together the growing community of Snap! users, teachers, and core developers at SIGCSE.

Static code-analysis metrics have long been used to assess and guide successful software projects. Traditionally, these metrics have measured software's commercial or professional suitability. This work explores six code metrics designed to provide educational insight, specifically comparing pre- and post-LLM student work. We measure over a thousand CS1 and CS2 projects, completed from 2018 to 2024. The results show a clear LLM-correlated impact on students' early computing work, both positive and negative. We add perspective by tracking how the metrics vary across final-project themes. Our results underscore the enduring importance of curriculum, pedagogy, and scaffolding on student work. We conclude with our program's ongoing adaptations to this mix of signals, increasing student agency and prioritizing student demonstrations and discussions of their chosen project work.

This year's Snap! 9 release represents 10 years since Snap! 4.0 was initially released as a web application. Version 9 includes hundreds of new features, focused on providing students and teachers with new cloud tools, continued development of tools for working with data, and ''quality of life'' enhancements.

Computing is everywhere, and it's here to stay. Computing is crucial in many disciplines and influences every discipline. It's unlikely we'll willingly return to a society unmediated by computing. How do our institutions proceed?

Spring 2023 marks 10 years since \snap was first used with students, and the Snap! Cloud was developed for sharing projects. Since then, nearly 700,000 students and educators have worked on more than 6 million Snap! projects. This BOF serves as an opportunity to meet with the large community of Snap! users that attend SIGCSE. The past three releases have focused on power ideas, such as native array-based data programming, building microworlds, and metaprogramming. We want to have a chance to share success stories, and then discuss: what's next?

Snap! version 8 introduces more than 700 documented fixes and enhancements book-ended by two major new features: smart script pics and metaprogramming. "Smart script pics" enable users to easily share images that embed the program inside the image file! All you need to do is simply drag-and-drop and images to share code. This simple feature makes projects far more collaborative by reducing the burden to share code.

In recent years, a diverse body of research in computing education has discussed new pedagogies and curriculum changes to improve learning and students' experiences. Topics such as growth mindset, mastery learning, grading for equity, and specifications grading are important steps towards the Holy Grail: "A's for All" (as time and interest allow). In this new teaching approach, the "A" line does not move, but instead every student is given an opportunity to achieve proficiency and earn it, as long as they are willing to put in the time and effort it takes. In other words, students can all achieve the same learning outcomes at a different pace, instead of the traditional approach where students achieve different learning outcomes in a fixed amount of time. This workshop will provide educators and administrators with tools to implement the "A's for All" (as time and interest allow) approach in their courses and institutions. It will take attendees through elements of advocacy, hands-on randomized question generator design and implementation using a computer-based assessment system, best practices, and course policies to reduce friction.

The SIGCSE-MEMBERS mailing list of the ACM Special Interest Group in Computer Science Education is the main forum for educators worldwide to discuss computing education research, pedagogy, and curriculum. In early 2022 it was abuzz with several connected movements: growth mindset, proficiency (aka mastery) learning, grading for equity, and specifications grading. Each of these is an important step toward the Holy Grail: A's for All (as time and interest allow); the "A" line doesn't move, but every student should be given an opportunity to achieve proficiency and earn it, as long as they are willing to put in the time and effort it might take. The mantra is not "fixed time, variable learning", but "fixed learning, variable time". The goal of this full-day workshop is to provide educators and administrators with tools to achieve it in their courses and institutions.

The SIGCSE-MEMBERS mailing list of the ACM Special Interest Group in Computer Science Education is the main forum for educators worldwide to discuss computing education research, pedagogy, and curriculum. In early 2022 it was abuzz with several connected movements: growth mindset, proficiency (aka mastery) learning, grading for equity, and specifications grading. Each of these is an important step toward the Holy Grail: A's for All (as time and interest allow); the "A" line doesn't move, but every student should be given an opportunity to achieve proficiency and earn it, as long as they are willing to put in the time and effort it might take. The mantra is not "fixed time, variable learning", but "fixed learning, variable time".

Snap! version 7 introduces three big new features: microworlds, scenes, and extensions. Microworlds allow curriculum designers to hide blocks for novice users, allowing them to focus only on the blocks they need. This is similar to Parson's Problems, in which students rearrange commands to solve a challenge. The new version makes it easy for curriculum developers to design these microworlds; we think this can be truly transformative for younger learners. Scenes provide the ability for a single project to have different resources (sprites, sounds, costumes) that would normally have been cluttered in the same "namespace", but now can be nicely organized into different scenes. The last addition may be the most exciting - extensions allow the many Snap! forks now to be brought back in under the primary Snap! umbrella. To make that work, we have exposed low-level JavaScript functionality, and extensions can make use of those functions to adjust the look and feel of Snap! in many ways, provide different tabs or default blocks, and more. Finally, we would like to present some new ways that our teachers say they are using Hyperblocks (vector operations), introduced last year with Snap! 6. Overall, this new release represents more than 18 months of hard work by a dedicated team, and we would be delighted to share these new features with our SIGCSE family.

The Beauty and Joy of Computing (BJC) is a CS Principles (CSP) course created at UC Berkeley to reach high school and university nonmajors in computer science. It was chosen for the CSP pilot and endorsed by the College Board as an AP CSP curriculum and PD provider since the first AP CSP exam sitting in 2017. This past year, BJC developed a new course for middle school and early high school that teaches a functional approach to programming, emphasizing iteration and commands, and including exciting projects in graphics, data, and media. In this workshop, we will provide an overview of the BJC middle school and high school curriculum including course materials, teacher resources, and an introduction to Snap!, the chosen visual programming language of BJC. We will not only cover curriculum updates, Snap! updates, BJC for middle school, BJC in other languages, but also dive into labs with hands-on programming. Laptop is required.

Minecraft is the most downloaded game in the world, with 8-10 million playing every day. We believe there are four primary reasons for this immense popularity: easy communication while creating and playing in worlds together, and encouragement to continue to explore thanks to the achievements they earn. When we look at most programming integrated development environments (IDEs) used in CS education, we see none of these four elements. The purpose of this lightning talk is to advocate for the idea of social interaction and gamification in coding environments. Google Docs provides an idealized model " many people seamlessly working together in the same document, adding comments on what has been written, with an archived "chat" backchannel. IDEs used to teach CS should strive to achieve that level of usability, and some have started to add these features (e.g., repl.it). It's rare, but not unheard of, that multiple users can just as seamlessly interact with the running program. Unfortunately, IDEs that support all of these features make up only a small fraction of those used to teach CS. Finally, let's push for IDEs to add gamification through badges and achievements. These are present in some learning environments (code.org, Khan Academy, CodeCombat, etc.), but they're usually not built into IDEs nor used in standard education. They should be! In summary, adding these "social computing" features can promote learning, collaboration, and enjoyment.