ChatGPT is the front end to a powerful large language model that has garnered widespread attention in many fields of study, including computer science (CS), where it promises to be transformational. As educators, we are just starting to grapple with the ramifications of this new technology, including implications for what we teach, how we teach, and how we grade. The decisions educators make moving forward depend heavily on the prevalence of students' use (and misuse) of ChatGPT in the classroom. Further, predictors of nefarious use could aid educators as well. We conducted an online survey to capture CS student awareness of, experience with, and attitudes toward ChatGPT. Through quantitative and qualitative analysis, we found that awareness of ChatGPT is generally high, and it is more frequently being used as a study tool than to complete students' work for them. Most students are aware of the potential for abuse in academic pursuits, but a notable minority of students admit to using it unscrupulously and to the potential for it to interfere with their learning. We conclude with a discussion of factors to consider as educators modify their approaches and develop guidelines for ChatGPT usage in their classrooms.

Teaching full-stack web development requires the instructor not only keep up with rapidly changing technology but also grapple with thorny questions of hosting. Many of the solutions for professional developers, unsurprisingly, do not work well in an academic environment, and their use entails much compromise and jury-rigging. In this workshop, participants will discover how to make the setting up of that essential infrastructure much easier as they work through small examples of full-stack work (no prior experience necessary). We look at tooling that provides environments similar to what one would find in industry (compatible with all major languages and platforms), but not at the expense of what academics need: support for creating and grading assignments, collaboration, privacy, FERPA compliance, and the like.

The CSforALL movement to bring computational thinking to K-12 has been a boon for practitioners and language developers. This panel features three educators passionate about a particular lan- guage that has been successful with K-12 audiences. Each will demonstrate their language, describe what makes it unique, and share some of the fun and engaging projects students have created.

Canvas is one of the most widely used Learning Management Systems (LMSs) and, due to the pandemic, has become one of the primary tools many students use to access course content. Canvas provides everything that one would expect in a modern LMS: the ability to host and organize content; create, manage and grade assignments and quizzes; communicate via discussion boards and announcements; and integrate with external tools. But the devil is in the details, and Canvas suffers from significant shortcomings, some particular to computing courses, others that impede large course management and efficient instructor workflows. Participants in this BOF will share their successes, frustrations, failures, and workarounds using Canvas in computing courses. In the spirit of common commiseration, each participant will be welcome to highlight one "Canvas gripe", such as a specific example of poor usability or missing feature. (In the interest of time there's a limit of one gripe per person!)

This fun filled workshop will introduce participants to game development using MakeCode Arcade (Arcade), which is suited for K-12, outreach, and CS1. Hands-on activities will provide context for interesting computing ideas, like event driven programming, the concept of state, and principles of Human-Computer Interaction. We will start with a novice-friendly, block-based programming paradigm (similar to Scratch), but also show how Arcade's environment naturally scaffolds students into text-based languages as we progress to examples in JavaScript and Python (prior experience not needed). Other introductory tools often have shortcomings for games: a) game elements, like scoring and multiplayer capabilities, can be challenging to implement and b) finished games lack features associated with "real" games, like gamepad controls. This workshop will showcase Arcade features uniquely suited for games, such as scoring primitives and sprite data types, and how games can be deployed to low-cost consoles, comparable to Nintendo's Gameboy. Participants will: 1) complete example games using game elements, 2) see Arcade's use in remote education, 3) gain insight into succinct, meaningful activities for a variety of audiences (K-12, outreach, CS1), and 4) get educators' perspectives on the pros/cons of the Arcade platform. Activities will be completed via web browsers (Chrome preferred). Deployment to hardware will be demonstrated and participants can follow along if they own hardware, but it isn't required (to acquire hardware see the 'Hardware' section of https://arcade.makecode.com/).

Makerspaces are areas set aside in schools, libraries, and other locations, where inventors and Do-It-Yourselfers gather to create and collaborate. Activities run the gamut from high(er) tech, such as electronic kit making and Arduino programming, 3D design and printing, to more traditional crafts such as sewing and woodworking. As makerspaces become more prevalent, the question arises where, if anywhere, do they fit into the post secondary environment, and specifically, in the computer science realm? Should computer science departments host them? What, exactly, can we do with them? They would be appear to be a good outlet for our students, allowing them to exercise their creative side, but can they do more? Can we use them to draw in non-majors, or to encourage collaboration between students in different fields? Can they be used to supplement various courses? If so, which, and how might they be used? We are interested in talking to others who have makerspace experience at the post-secondary level so that we can share ideas.

Are you interested in a fun way to introduce a variety of students to significant contemporary CS topics, like wireless networking, robotics, and the Internet of Things (IoT)? Do you want to do so using a platform that is cheap, has a low-barrier to entry, but where learning can translate to the real world and where advanced students can pursue advanced topics? If so, you need a micro:bit! The micro:bit is a platform developed by the British Broadcasting Corporation (BBC) to encourage children to pursue computing and electronics. Although designed for children, its capabilities are sufficient for a variety of postsecondary applications. It includes a 32-bit processor, lights, buttons, an accelerometer, digital I/O, and wireless communication, making it ideal for wearables and robotics. It also leverages some of the latest trends in introductory computing, like support for block-based languages (àla Scratch), while also being sophisticated enough for complex topics in Operating Systems and Networking This workshop will introduce the micro:bit and focus on engaging, lightweight coverage of complex topics, including robotics, mesh networks, and IoT. Participants will work through classroom-ready exercises suitable for K-12 workshops, student recruiting events, CS0/1/2, or as bootstrap topics in IoT courses. The workshop will include some subjects not commonly covered in existing micro:bit material, like integration with mobile apps and IoT applications. Participants will be provided with hardware but will need a laptop with internet access and a mobile device (any OSes, but some features work better with iOS).

There is no doubt that Computer Organization (Comp Org) is not as central a topic as it once was. In the ACM's curricular guidelines, the number of hours devoted to Computer Architecture and Organization has fallen from 36 core hours in 2001 and 2008 to 16 tier 2 hours in 2013, and, incredibly, students are not always as enthralled with the subject as their instructor. Therefore, we are compelled to ask? what to do about Comp Org? How might we revamp it to make it more relevant and appealing? Should we concentrate on one ISA? Use CISC, RISC, or both? Do we need to use real, contemporary hardware, or stick with simulators? More radically, can micro-controllers, used for Internet of Things (IoT) platforms, be used to broaden the course, to weave together both traditional Comp Org topics and IoT?

Are you interested in a fun way to introduce a variety of students to significant contemporary CS topics, like wireless networking, robotics, and the Internet of Things (IoT)? Do you want to do so using a platform that is cheap, has a low barrier to entry, but where learning can translate to the real world and where advanced students can pursue advanced topics? If so, you need a micro:bit! The micro:bit is a platform developed by the British Broadcasting Corporation (BBC) to encourage children to pursue computing and electronics. Although designed for children, its capabilities are sufficient for a variety of postsecondary applications. It includes a 32-bit processor, lights, buttons, an accelerometer, digital I/O, and wireless communication, making it ideal for wearables and robotics. It also leverages some of the latest trends in introductory computing, like support for block-based languages (àla Scratch), while also being sophisticated enough for complex topics in Operating Systems and Networking. This workshop will introduce the micro:bit and focus on engaging, lightweight coverage of complex topics, including robotics, mesh networks, and IoT. Participants will work through classroom-ready exercises suitable for K-12 workshops, student recruiting events, CS1/2, or as bootstrap topics in IoT courses. The workshop will include some subjects not commonly covered in existing micro:bit material, like integration with mobile apps and IoT applications. Participants will be provided with hardware but will need a laptop with internet access and a mobile device (any OSes).

The recipe might not sound particularly exciting: take a microcontroller, garnish with sensors and various output devices, season with a bit of code, and then network until done: but the result -- the Internet of Things (IoT) -- is a rapidly burgeoning field that provides a novel and enticing context for sophomore to senior level students to hone their networking, coding, problem solving and presentation skills, exercise their creativity, and unleash their entrepreneurial spirit. In short, it is a perfect mid-to-upper division elective course. Faculty considering such a course are faced with a myriad of difficult decisions, however, including the appropriate class level, course structure, prerequisites, and platform choice. The purpose of this session is to bring together people who have taught, or are considering teaching, IoT, to discuss these issues. Topics may include: a) an overview of platforms and tools, b) appropriate course topics, c) platform acquisition, deployment, and costs, d) identification of support materials (e.g., classroom friendly materials/guides/documentation), e) appropriate prerequisites, f) IoT platform fidelity (i.e. will the experience translate to real-world IoT skills), and g) discussion of potential broader curricular advantages that come from including IoT topics..

Internet of Things (IoT) devices -- networked microcontrollers with attached sensors and outputs (LEDs, actuators, etc.) -- are becoming ubiquitous in the home (e.g., smart light bulbs, security systems), on the road (e.g., smart parking meters, traffic control), in industry (e.g., equipment monitoring, asset tracking) and in healthcare (e.g., fitness monitors, drug monitors). Consequently, IoT provides an opportunity to demonstrate the pervasiveness and social relevance of computing. Moreover, today's hobbyist- oriented IoT platforms empower entry-level students to create meaningful, real-world IoT applications. This allows rich computer science topics, such as event driven programming, concurrency, networking, information representation, cloud computing, etc., to be introduced earlier in the curriculum. Most importantly, IoT examples provide a compelling context for students to hone their critical thinking skills while solving engaging, real-world problems. Faculty interested in including IoT topics face several challenges: selecting a suitable set of topics, identifying an appropriate pedagogical approach, and, perhaps most daunting, choosing a cost-effective platform that lends itself to classroom use. This workshop will introduce the basic terms and technologies in IoT, discuss issues that arise when including IoT topics in classes, compare and contrast the most popular platforms for IoT, and walk participants through several classroom-tested, hands-on examples using a classroom-friendly platform (Particle's Photon) where they create both Wi-Fi-based IoT devices and corresponding web apps. Participants will need a laptop (any OS) with Internet access.

Students raised on tablets and smart phones have a lot of expectations: data that is instantly available on all of their devices; social media integration so they can share that data with their friends; and push notifications, so that responses from their friends get the attention that they deserve. Unfortunately, the vendor-specific technologies required to make this magic happen are daunting, to put it mildly, well beyond the scope of a beginning mobile computing course. However, the last 2 years has seen the emergence of a new technology, Mobile Backend as a Service (MBaaS), that is vendor-agnostic and suitable for novice developers. This workshop will provide a hands-on introduction to this technology. Participants will be provided source code for Pigs Ahoy!, an implementation of the famed dice game Pig that lacks cloud storage and social media integration. During the course of the workshop, participants will add that functionality, and in the process of doing so, acquire a sufficiently detailed knowledge of MBaaS that they can confidently incorporate it into their classes.

The Internet of Things (IoT), considered by many to be the next big revolution in computing, refers to the trend to include networking and computing in a wide range of devices, such as watches, appliances, health monitors, toys, etc. Including IoT applications early in the curriculum may serve multiple pedagogical purposes, such as demonstrating social relevance, (e.g., health monitoring applications) and motivating other CS topics (e.g. distributed systems, networking, OOP, event driven programming, computer organization, and databases). This workshop will introduce participants to basic terms and technologies behind IoT. Participants will then work through a hands-on, classroom-ready exercise to build a complete IoT solution. The embedded portion of this solution, based on the popular Arduino platform (hardware provided), will be targeted at students who have completed CS1. The completion of a mobile app that interacts with the embedded devices will require CS2 skills.

Apple recently announced Swift, a new development language for iOS and OSX. While designed with developers in mind, it is also a boon to those who teach programming topics. Its relatively simple and familiar syntax; its integration in a scripting environment, Playgrounds, complete with built-in visualization tools; and the ability to incorporate live code in textbook form means that Swift is far better suited for teaching mobile app development than Objective-C. Indeed, the tools are so learner-friendly and the language so inviting that Swift might even find a place in a CS1 course. The language itself and the migration from Objective-C raise both logistical and pedagogical issues that will be addressed in this Birds of a Feather session.

Swift is a new programming language recently introduced by Apple as a replacement for Objective-C. Considering that Objective-C ranks third on the Tiobe Index and is the progenitor of virtually all the 1.2 million apps in the App Store, Swift is likely to become the dominant language for creating both iOS and OS X apps. While Swift is aimed at application developers, the language and the tools that accompany it are also a boon for CS educators. Many of the features in Swift that aid commercial development, such as type-safety, clean syntax, closures, and named parameters, are also beneficial when learning programming. In addition to the language itself, Apple has introduced a remarkable feature called Playgrounds. As the name suggests, Playgrounds allow students to "play", that is, to interactively experiment, with code. They also provide a convenient visualization tool to graphically depict the impact of iteration, providing crucial insights for novice programmers. It is also possible to use Playgrounds to write tutorials or even entire textbooks with embedded, live code for students to experiment with. The workshop will introduce Swift through the use of Playgrounds. Participants will work through a variety of hands-on, active learning exercises to learn Swift's syntax and semantics. More importantly, they will experience a sample of active learning exercises that can be used in to introduce students to programming with Swift.

We have heard much discussion, in recent years, about various contexts for teaching Computer Science. One that does not get a lot of attention, but frankly deserves more, is the notion of using word games -- in which language plays a predominant role -- to teach Computer Science. There is a plethora of clever and simply fun games that can be used to illustrate almost any concept that arises in CS1 and CS2. We would like to start a conversation with other SIGCSE attendees who are interested in these very entertaining, algorithmically stimulating games, and see what techniques they use, and what successes they have had, in incorporating them into the classroom.

This workshop is designed for faculty, considering teaching a course in mobile app development, who are unsure as to whether they should use iOS, Android, or both. To help them make an educated decision, in this workshop participants will build one app, to implement the game Pig, in both platforms. By so doing, they will be able to make a head-to-head comparison of the respective development environments, languages, and frameworks, guided by experienced instructors.

In a remarkably short timeframe, developing apps for smartphones has gone from an arcane curiosity to an essential skill set. Employers are scrambling to find developers capable of transforming their ideas into apps. Educators interested in filling that void are likewise trying to keep up, and face difficult decisions in designing a meaningful course. There are a plethora of development platforms, but two stand out because of their popularity and divergent approaches - Apple's iOS, and Google's Android. In this paper, we will compare the two, and address the question: which should faculty teach?

In this special session, we will compare and contrast several game engines that have been used in game development courses, and describe our experiences teaching such courses.