As Computer Science undergraduate programs continue to increase in response to the still-unmet student demand, one growing trend is to engage current students as instructors of record, allowing for increases in course offerings and/or enrollments and giving these students extraordinary experiences in teaching. Despite these benefits, there are significant concerns that could be raised: do these student instructors have the maturity and training to handle the additional job requirements such as mentoring junior teaching staff, resolving difficult interpersonal situations, addressing diversity, equity, inclusion, and accessibility (DEIA) issues, and garnering respect from students who might be a similar age? The goal of this panel is not to claim this solution is novel, but to share lessons learned, including the student instructor perspective, from faculty whose four institutions have been doing this successfully for years, each taking different approaches to engagement and pre-service professional development.

The widespread use of the Domain Name System (DNS) as a namespace for websites, email addresses, and other applications has led to proposals for integrating domain names into additional applications. An important quality for DNS integrations is synchronization, i.e., there is evidence that a current registrant of a domain name associated with the integration has chosen to participate in the integration. Failure to maintain synchronization may result in avoidable risks to users, however no study has detailed the scope of synchronization concerns across DNS integrations. To that end, this paper presents preliminary results from three novel DNS integrations that show between 1% and 40% of integrated domain name are not clearly synchronized and as such further study is merited to understand the risks and solutions that may be available. Furthermore, feedback on an IETF draft is proposed as one avenue through which researchers could provide input to address this problem space.

As Computer Science undergraduate programs continue to increase in response to the still-unmet student demand, one growing trend is to engage current students as instructors of record, allowing for increases in course offerings and/or enrollments and giving these students extraordinary experiences in teaching. More and more programs are attempting to create sustainable and beneficial positions for student instructors as a way to handle current teaching needs as well as develop the next wave of teaching-track faculty. This BOF will enable a discussion of the why and how programs choose to engage students as instructors, including challenges, best practices, lessons learned, and tips for starting such a program. The discussion leaders can offer perspectives from differing approaches including student population (undergraduate vs. graduate), teaching context (summer vs. non-summer term, solo vs. shared teaching models), and support structures (administrative, mentorship, training) and will have former student teachers from their institutions participate in the small group discussions to reflect upon their experiences.

Requesting https://www.wikipedia.org from your browser can start a small storm of exchanges between your device and name servers, caches and ultimately the Wikipedia servers. Data networking involves simple ideas---such as modular decomposition and path redundancy---that produce interesting behavior through the, sometimes subtle, interaction with one another. Through this interaction, networking is able to achieve amazing feats of reliability, availability, and planetary scale. But it is difficult to connect the big ideas---such as reliability---with how they work across different implementations, topologies and in the face of different levels of network disfunction. Making that leap typically requires time spent with unforgiving tools such as 'tcpdump' across several experiments. This is not helped by the hearty alphabet soup that is the set of protocols that one has to learn to begin to understand how networking really works.

Since 2012, over 1,100 students at our institution have participated in software engineering courses in which they had the opportunity to partake in "real projects for real customers." Unlike typical one-semester courses or yearlong capstones, our approach is unique in that we offer a two-course sequence in which one group of students develops the initial implementation in the first course and different students maintain and improve the code in the second. This paper presents our experiences in teaching these courses and serves as a blueprint for other educators who wish to create similar interventions for their students over a two-course sequence. In addition to describing our motivation and the structure of the courses, we discuss how we address issues of scale by using students as Project Managers and the benefits of doing so. We also present empirical evidence that the projects help students feel more confident working in groups, using the agile development process, and working with a real-world customer.

At its core, Computer Science is the study of algorithmic problem solving. Although it is necessary to teach programming, data structures, computer organization, etc., students should ultimately learn to use these things to solve problems, understand what is good and bad about their solutions, and share their solutions with others.

Data privacy when using online systems like Facebook and Amazon has become an increasingly popular topic in the last few years. However, only a little is known about how users and developers perceive privacy and which concrete measures would mitigate their privacy concerns. To investigate privacy requirements, we conducted an online survey with closed and open questions and collected 408 valid responses. Our results show that users often reduce privacy to security, with data sharing and data breaches being their biggest concerns. Users are more concerned about the content of their documents and their personal data such as location than about their interaction data. Unlike users, developers clearly prefer technical measures like data anonymization and think that privacy laws and policies are less effective. We also observed interesting differences between people from different geographies. For example, people from Europe are more concerned about data breaches than people from North America. People from Asia/Pacific and Europe believe that content and metadata are more critical for privacy than people from North America. Our results contribute to developing a user-driven privacy framework that is based on empirical evidence in addition to the legal, technical, and commercial perspectives.

Introductory Computer Science (CS) classes are typically competitive in nature. The cutthroat nature of these classes comes from students attempting to get as high a grade as possible, which may or may not correlate with actual learning. Further, there is very little collaboration allowed in most introductory CS classes. Most assignments are completed individually since many educators feel that students learn the most, especially in introductory classes, by working alone. In addition to completing “normal” individual assignments, which have many benefits, we wanted to expose students to collaboration early (via, for example, team projects). In this paper, we describe how we leveraged competition and collaboration in a CS2 class to help students learn aspects of computer science better - in this case, good software design and software testing - and summarize student feedback.

Social Computing research focuses on online social behavior and using artifacts derived from it for providing recommendations and other useful community knowledge. Unfortunately, some of that behavior and knowledge incur societal costs, particularly with regards to Privacy, which is viewed quite differently by different populations as well as regulated differently in different locales. But clever technical solutions to those challenges may impose additional societal costs, e.g., by consuming substantial resources at odds with Green Computing, another major area of societal concern. We propose a new crosscutting research area, Societal Computing, that focuses on the technical tradeoffs among computational models and application domains that raise significant societal issues. This dissertation, advised by Prof. Gail Kaiser, will focus on privacy concerns in the context of Societal Computing and will aim to address research topics such as design patterns and architectures for privacy tradeoffs, better understanding of users' privacy requirements so that tradeoffs with other areas such as green computing can be dealt with in a more effective manner, and better visualization techniques for making privacy and its tradeoffs more understandable.