Although it is already established that computing education (CEd) is an emergent interdisciplinary field with scholars around the globe contributing to research in this area, it is less clear how and where this research occurs. To better understand the current state of computing education research (CEdR) and opportunities for those engaged in the field, we employed a data collection process involving training, information gathering, and reporting with institutional representatives. We sought to develop an overview of: 1) affiliations of graduate students and faculty conducting CEdR; 2) funding for graduate students and faculty conducting CEdR; 3) the academic degree options and the credit, coursework, and publication requirements for graduate students; and 4) institutions' current and future plans for CEd. Partnerships with contacts spanning 30 institutions spread across five continents provided insight into the pathways and possibilities that presently exist for researchers in the field, as well as a glimpse into future plans for expansion (or the lack thereof). The findings from this investigation offer valuable information for students and faculty seeking potential collaborations, thinking about their career trajectories, or when planning CEd initiatives; for educators trying to develop courses; and for administrators considering creating more formal tracks for those focused on CEd.

In the fall of 2019, a team of researchers formed to answer a series of questions in regard to CSE (Computer Science Education) graduate students. What career pathways existed for them and what did they envision for their futures? What opportunities had been presented and what barriers did they face? In seeking to answer such questions, an international community of 332 individuals across 23 different countries was established through networking and light outreach. Registrants were eager to participate, as often they may have lacked support in their own departments, and the community quickly grew. Students' strong interest in networking, mentoring, and increasing personal knowledge in this group, was evidenced by survey responses and participation in hosted events. While the initial project funding has ended, a handful of the graduate students who spearheaded elements of the research work such as analyzing the global CSEd career landscape, compiling institutional profiles, and analyzing the CSEd research landscape, have begun seeking support for their own CSE projects through connections made through the community network. So what becomes of said community now that our own project has ended? Our aim with this poster is, first to showcase this international accomplishment and also garner input and interest for a future home for the community.

Despite the expansion and development of the field of computing education (CEd), a lack of formal programs means that researchers often exist as islands across and within a diverse range of departments. Given the broad nature of the discipline, trying to build a community typically occurs through more formal conferences. Another way to expand engagement with the field is through Research Experiences for Undergraduates (REU), programs that offer students the chance to get involved with research. REUs have been shown to strengthen disciplinary identity and encourage the pursuit of graduate degrees. However, such opportunities are not usually available at the graduate level. To address this gap, we present an experience report that describes our approach, Research Experiences for Graduate Students (REGS). In the work that follows, we detail our implementation and the partnerships created that allowed (n = 10) internationally dispersed graduate students from different institutions the chance to build connections, conduct CEd research, and develop a graduate-centric community. Leadership researchers, faculty, and staff supported the efforts, offering guidance and critical examination of the work to establish rigor over the course of the projects. Publications and presentations contributed to the CEd knowledge base, and interviews with the students upon completion of the experience illustrated the value of participation in the REGS.

Many K-12 educators who are new to computer science (CS) may have a lack of confidence or sense of intimidation when starting their CS teaching journey. To mitigate this, Massachusetts DESE contracted CSforMA to create a three-day "Introduction to Computer Science for Educators" workshop (ICSW) focused on CS fundamentals. The ICSW covered grade-level CS terminology and concepts including computational thinking, physical computing, and programming. Evaluation of the ICSW showed 98% of respondents reported increased knowledge of CS. In a survey administered later that summer, 100% of respondents who took the ICSW reported that it helped them better understand curriculum materials. This replicable, scalable, and successful ICSW model could benefit other State DoEs and CS professional development coordinators. This work also shows the benefits of using an external evaluator.

There is currently an existing gap between Computer Science Education (CSE/CSEd) academia and the industry (e.g., government, profit, non-profit organizations, and research centres). It was evident in the findings for our recent research, "Identifying Opportunities and Potential Roadblocks for CSEd Professionals," presented at the ICER 2021. We discovered that the industry is unaware of CSE as a discipline, and qualification requirements for jobs relevant to CSEd exclude CSEd expertise. On the other hand, our study revealed that graduate students are interested in industry jobs. Still, their advisors discourage them from considering such employment. This disarticulation negatively impacts students, academia, and industry. Graduate students are left with little or no information and guidance to develop their career pathways and use their learned skills. Innovative research from academia is developed as theory without application to the industry. Also, the industry does not benefit from the CSE research and expertise. This Birds-of-Feathers (BOF) will bring together academic faculty members, graduate students, and industry representatives to bridge the existing gap by discussing the challenges and potential solutions. For additional information, visit https://www.csedgrad.org/birds-of-a-feather.

The recent growth of computing education globally has resulted in a growing number of Computer Science Education (CSEd) graduate students. To support and make a global impact in computing education, there is a need for these graduates to be in a diversity of careers/roles both within and beyond academia. Currently pursuing a CSEd PhD requires a leap of faith that one can overcome issues not only associated with pioneering a new discipline within the host institution but also is often undertaken without knowing what career opportunities will be available upon graduation. Surveys conducted in Spring 2020 and 2021 with graduate students and advisors document these challenges [3].

In recent years, state members of the Expanding Computing Education Pathways (ECEP) Alliance have made efforts to increase access to and broaden participation in computing at the K-12 levels. Each ECEP state's K-12 computer science (CS) education journey has been documented during their ECEP membership resulting in over 25,000 digital documents. Over the course of the project it was necessary to track key events, identify trends across states, and maintain consumable records of state progress. A systematic way to collect and track the data is critical to conduct historical and cross-state analyses. In an effort to quantify and categorize, the researchers engaged in a review process of all ECEP reports, artifacts, and other relevant data to develop a system. Relevant and important components were identified in each type of document and assigned codes using ECEP's Five Stage Model ("a five-step process toward state-level CS education reform"), the Capacity, Access, Participation, and Experience (CAPE) framework (to measure equity in CS education implementation), and specific policies initiatives (alignment with various policy initiatives - Code.org's "Nine Policy Ideas to Make CS Fundamental to K?12 Education"). Indiana was identified as a state to conduct an initial, in-depth case study using this process. Indiana's case will be used as a model to further develop the stories of other ECEP Alliance member states. Through the development of a data dashboard, we hope to organize all of this information to make it more easily accessible for review and further analysis. The ECEP data dashboard development is currently in progress.

Although computer science education (CSEd) is growing rapidly as a discipline, presently there are a limited number of formal programs available for students to pursue graduate degrees. To explore what options exist, we sought to develop a better understanding of the researchers and institutions currently working in CSEd. We collected publication data between 2015 and 2020 from the Innovation and Technology in Computer Science Education (ITiCSE) and ACM International Computing Education Research (ICER) conferences, and from the ACM Transactions on Computing Education (TOCE) journal. Using a total of 1,099 publications, we analyzed the authorship blocks and their affiliations. We created a comprehensive database, used for analysis on recent contributions to CSEd research. Among other findings, we observed that 2,068 distinct authors contributed, spanning 578 global institutions. From these, 963 of the authors came from 236 distinct universities in the United States. Moreover, we found that most often, new growth from international contributions resulted from the participation of additional universities, whereas in the United States most growth was the result of new contributors from the same universities. The results of this research are intended to encourage global collaborations, to provide an informative guide about recent publications in the field, and also to serve as a guidepost for graduate recruitment and further exploration into CSEd research and programs.

Are you a funding proposal author, a researcher thinking about your data, or someone who is interested in open science? Over the course of three hours we will explore opportunities and challenges associated with preserving and sharing your data, review what the NSF requires of project Data Management Plans and explore tools to help you prepare your data management plan and sustainability strategy. Data sustainability is crucial to contributions to the broader CS education research community and a potential solution to the need for more high-quality datasets available for secondary analyses. There are several challenges associated with maintaining and sharing data, including practical considerations (e.g., sustainable funding, hosting platforms) and ethical concerns (e.g., confidentiality, appropriate contextualization of data in future usage). It is our responsibility to engage with these difficulties and work towards responsible field-wide solutions. This workshop will 1) facilitate participants' discussions of a data sustainability framework, with attention to practical and ethical challenges; 2) introduce participants to tools designed to help enable better data management and data management plans; and 3) allow time for participants to reflect on their current projects? Data Management Plans and brainstorm ways to create processes for facilitating data sharing and sustainability. We invite you to bring plans you may have to the workshop.

As undergraduate enrollment in computer science (CS) courses continues to expand, concerns surrounding the supply of instructors and the quality of instruction become even more salient. Similarly, computing education and computational thinking programs are expanding in K12 schools but are hampered by concerns over teacher training and curriculum efficacy. This project sought to answer a question: is there a need for a more robust system of networking and resources for computer science education (CSEd) graduate students' The large response to initial community-building efforts indicates that this is likely the case. In just over one year, a global community of 190 graduate students and 90 CS faculty researchers and advisors have registered for a CSEd graduate focused community. Participant funding, while originally intended for in-person conference attendance and face-to-face meetings, has enabled this project to create study groups attended by 73 students and a virtual conference with 101 participants. These activities were established as a result of a needs assessment survey conducted in early 2020. This poster documents the rapid growth of this community and the need students feel for systematic support.

Until recently, computer science (CS) has been predominantly taught at upper-secondary or tertiary levels. Lately, however, CS curricula have been introduced into school systems from the very first year of school. In this paper, we undertake a participatory research approach, using focus group discussions between a group of experts in the field of evaluation and assessment at the primary level (K-5). The group considered the evaluation and assessment measures they have used, what their current needs are and how the CS education community can move towards meeting those needs. We present the discussion results as a position paper, situated in the context of broader education research. The experts identified three key priorities for the education research community: creating a universal taxonomy of assessment in the primary grades (K-5), creating measurements of student progression and growth over time, and creating culturally relevant evaluations and assessments. Through identifying key priorities, this work provides direction for urgently needed resource development and research directions for K-5 evaluation and assessment.

The Computer Science education community is supported by numerous national-focused consortia dedicated to addressing persistent inequalities in student pathways. This panel, comprised of leaders from four of those consortia (CAHSI, STARS, ECEP and RPPforCS) will use four key aspects of improvement communities as a framework for discussing the role, potential and impact of these consortia in supporting the equitable growth of computer science education. While not designed to be Network Improvement Communities per se, we draw upon those frameworks to focus on four specific aspects: 1) guided by shared goals with attention to equity; 2) engaging community in deep understanding of the problems and associated systems; 3) application of improvement science; and 4) coordinated efforts of shared learning and measurements. This will lead towards an open discussion with the audience focused on what has been empirically learned about the value these consortia have for their members and the broader CS Education community.

Opportunities for training CS K-12 pre-service and in-service teachers, research in CS Education, and career pathways for PhDs/EdDs in CS education are happening, but often in an uncoordinated way. We advocate that now is the right time for CS and Education to collaborate on developing new joint degree programs in Computer Science Education and to explore joint faculty appointments. High undergraduate enrollment in computing programs and the increasing interest in CS courses from non-majors represent a unique opportunity for starting successful programs. As more of CS undergraduates are undergraduate TAs and see teaching and learning from a non-learner perspective, their interest in education has also increased. The growing interest in CS education, including the need for effecting CS teaching at both K-12 and the undergraduate level, provide interesting job opportunities for CS education researchers. As CS departments develop new undergraduate degree programs and scale class sizes, research on questions like How do we teach effectively computing to different audiences? How can we assess CS learning? What are culturally responsive pedagogies? is important. To answer many of these and related questions, CS departments should be actively engaged in CS Education research, from training graduate students in interdisciplinary programs to research programs. This BOF will provide a platform for the discussion on what such graduate programs - from certificate to a PhD - can and should look like, what challenges exist to creating them, and how students with different backgrounds should get trained in the relevant foundations of CS and Education.

In the summer of 2017, the National Science Foundation funded a cohort of Research Practice Partnership (RPP) projects focused on expanding access to Computer Science Education in the United States. Funded as one of the RPP projects was the RPPforCS project, a collaboration between Sagefox Consulting Group and CSforALL. The project operates as a community of practice for the individual RPP projects, holding regular webinars, producing a newsletter, and curating a discussion forum on Slack. In this special session we propose a structured poster session specifically for the RPP projects funded by the NSF.

Efforts to improve and promote CS education characterized by greater participation of underrepresented groups have taken off sharply in the six years since the Expanding Computing Education Pathways (ECEP) NSF alliance was first funded. Though many of these initiatives are occurring at the student and teacher level, ECEP and other national-level organizations have demonstrated the importance of focusing on change at the state level, as this can have important, long-term implications on policy and infrastructure. This poster describes ECEP's emergent design as a backbone organization helping state-level teams achieve educational change around CS. It also highlights key lessons learned through the alliance about how to foster CS education change at the state level. Four key lessons stand out. 1) The importance of understanding that engaging states requires appreciating the commonality of a framework around key areas to change (such as state standards, teacher certification and graduation requirements) but also respecting the uniqueness of state circumstances in these change areas. 2) The shared value created through a collective impact model to build a community that can support rich discussion and sharing of ideas. 3) The utility of an empirically derived a 4-stage model of state change used by ECEP that emphasized defining leaders, understanding the CS education landscape and finding allies to support efforts. and 4) The role of state team structures that can facilitate change when they are guided by identifying and engaging key stakeholders within a state and giving them a voice in driving the strategies and plans.

There is a critical need to increase the number of skilled technology workers in part due to the supply of workers in these fields not yet keeping up with demand. In an effort to increase the interest of students in studying within these fields, many commercial, governmental, and non-for-profit educational groups have sponsored numerous activities aimed to expose students to computing prior to college. With the advent of CS for All, there is further need to research these programs and evaluate their effectiveness. This session will gather researchers and practitioners interested in researching the impact that pre-college computing activities have on their participants. Participants will learn about a new initiative underway to make the job of collecting and tracking data easier. To be useful for the broader community, this NSF-funded IUSE initiative requires input from the community it wishes to serve. Participants will have the opportunity to provide valuable input on what their needs are for tracking such activities and what tools may be helpful for them, including methods for data collection to produce meaningful data that can be compared to data provided by other researchers and practitioners. The focus of this discussion will be the long-term impact of these activities; however, we will discuss data collection techniques researchers have used in the past to gauge short-term impact as well.

Computer Science (CS) is a rapidly growing and evolving field, with many secondary teachers participating in professional development (PD) to offer CS courses in their schools as the entry point to a CS education pipeline. In 2014 the Evaluator Working Group (EWG) formed to address the issue of common data collection across NSF CS10K projects in order to capture the number of teachers being trained across CS10K projects and locations. The EWG goals are twofold: First, the EWG seeks to test the feasibility of a diverse group of projects collecting and reporting on common data. The lessons learned through this effort will inform the CS education professional development community as the field matures and data collection is more broadly supported. Second, the EWG hopes to have an accurate count of the number of teachers trained through CS10K, some demographic and descriptive information about teachers, information about the students enrolled in teachers' classes, and information about the schools in which the teachers are offering courses. To accomplish these goals, the EWG has developed a common data collection tool and process for projects to report aggregate-level participation data. To date 100% of projects submitted at least partial data. The results show that 1,538 new teachers have participated in PD through these 29 CS10K programs; taught in at least 909 public and private schools in 43 states, the District of Columbia, and Puerto Rico. This poster will provide a visual display of both the process of data collection and the results.

The Commonwealth Alliance for Information Technology Education (CAITE) is one of 11 National Science Foundation Broadening Participation in Computing (BPC) alliances aimed at increasing the participation and success of underrepresented groups in information technology (IT). From the beginning, CAITE partners worked to integrate a detailed and comprehensive evaluation strategy to provide a quantitative assessment of the effectiveness of CAITE action plans on its main objectives. We collected large institutional data sets for the seven academic years prior to the project inception from each of the nine original partners, the six additional partners and several other institutions. These data serve as a baseline for assessing the efficacy of CAITE interventions and make it possible to examine trends in student participation and success across each CAITE partner and the alliance as whole. Importantly, these data provide valuable insight into each of the institutions that has allowed CAITE to tailor its inventions to reflect local conditions at each institution and within each region. From the evaluation data, it became clear that we needed to adjust action plans to better meet CAITE objectives. We describe specific aspects that warranted data-driven adjustments, and highlight lessons learned from these revelations.