We are collaborating with a nonprofit organization to train high school Career Technical Education (CTE) teachers to teach computer science courses. In the United States, many CTE teachers are not automatically licensed to teach CS. The traditional pathway to licensure requires 18 credits of CS at a university, which is impractical for teachers while working full-time. Another pathway to licensure is taking the Praxis CS test, which in many states gives teachers an add-on endorsement in computer science. One of the biggest challenges for our teachers is learning how to program with the pseudocode used on the test. We have created an online development environment, named Praxly, that visualizes and runs the pseudocode, providing a space in which teachers can practice. Praxly supports both a text-based editor and a block-based editor, and the editors are synchronized with each other. This poster highlights Praxly's features and implementation details, outlines early research results, and discusses next steps for the project.

The early web was built on static HTML or pages generated dynamically by the server. In both paradigms, the combination of HTML, CSS, and JavaScript was considered a specific platform rather than a core CS concept. In recent years, the nature of web development has shifted dramatically, emphasizing web applications that limit their dependency on server-side processing. Much of the content generation is handled in response to asynchronous execution of JavaScript. JavaScript is no longer just a language for writing event handlers; it now forms the core of client-side web development. This code must interact dynamically and asynchronously with complex backend processing systems. As such, modern web development is not as straightforward as using a server-side language to generate HTML text dynamically. It requires addressing a new computational paradigm, while also placing a greater emphasis on the user experience and accessibility. In our classes, we have observed the need to rethink how this part of our curriculum is structured. A one-semester course is no longer sufficient. We have also begun starting with JavaScript and the DOM as the native language of the web. In this birds-of-a-feather (BoF) session, we will exchange ideas on how this part of the curriculum is structured and how others approach teaching these courses.

Teaching Assistants (TAs) at universities are often an integral part of a department, heavily influencing the department culture. Our experience at James Madison University indicates the help provided by TAs on both course content and as a support network can have a significant positive impact on underrepresented students. In our efforts under the National Center for Women in Technology (NCWIT) Extension Services project, we expanded our teaching assistant program to include not only training as is considered best practice in the literature, but prioritization of diversity and inclusion concerns. In addition to sharing specific examples and resources from our current implementation, presenters will share experiences from their backgrounds at both small private liberal arts colleges to large research focused institutions. We will have focused small-group discussions about opportunities and challenges in implementing TA programs. Participants will be provided with a "Literature Practices Worksheet" based on a taxonomy of practices outlining decisions to be made while creating or modifying a program. They can then tailor their decisions to their institution. We will also provide resources from the community we use in our training along with examples of how we conduct these sessions. Participants will share their plans in fostering diversity and inclusion and have an opportunity to build a support network in making positive change in their institutions' TA programs.

FamilySong aims to connect internationally distributed family groups via synchronized music-listening. It fosters feelings of togetherness and mutual belonging, that is, connection and culture. We conceptualize it as a domestic Media Space with no live audio or video. It emphasizes intimacy without intrusion, and lives within an existing ecology of interactive technologies. The design journey includes both autobiographical and research-through-design components with similarly-structured family groups (very young children with parents located in the United States and grandparents in Ecuador). Parents, children and grandparents all participated both in the moment and in subsequent interaction grounded in the FamilySong experience. Grandparents took the lead in expressing the importance of the values and goals they saw embedded in the system. This work presents a design that illuminates what it means to connect like a family in which values, needs and priorities are interdependent, and joy and delight are important.

Computational thinking (CT) is increasingly seen as a core literacy skill for the modern world on par with the longestablished skills of reading, writing, and arithmetic. To promote the learning of CT at a young age we capitalized on children's interest in play. We designed RabBit EscApe, a board game that challenges children, ages 610, to orient tangible, magnetized manipulatives to complete or create paths. We also ran an informal study to investigate the effectiveness of the game in fostering children's problemsolving capacity during collaborative game play. We used the results to inform our instructional interaction design that we think will better support the learning activities and help children hone the involved CT skills. Overall, we believe in the power of such games to challenge children to grow their understanding of CT in a focused and engaging activity.

Algorithm visualizations (AVs) are widely viewed as having the potential for improving computer science education. However, the rate of AV use and overall impact on education does not match the positive interest in their use that instructors report. Surveys of CS faculty show that impediments to successful use of AVs in the classroom include difficulties in finding quality AVs on desired topics, difficulties in adapting AVs to a given classroom setting, and lack of knowledge on the best way to deploy AVs. This indicates a need for better support for instructors, to get them past these barriers. We seek to provide this support through an online educational community that relies on a new model based less on the "digital library" approach of information gained by going to a site and searching. Instead, the focus is on community-added content through members' discussions, reviews, and ratings of content items. The AlgoViz community effort will better focus the future direction of AV development and use.

We present findings regarding the state of the field of Algorithm Visualization (AV) based on our analysis of a collection of over 500 AVs. We examine how AVs are distributed among topics, who created them and when, their overall quality, and how they are disseminated. There does exist a cadre of good AVs and active developers. Unfortunately, we found that many AVs are of low quality, and coverage is skewed toward a few easier topics. This can make it hard for instructors to locate what they need. There are no effective repositories of AVs currently available, which puts many AVs at risk for being lost to the community over time. Thus, the field appears in need of improvement in disseminating materials, propagating known best practices, and informing developers about topic coverage. These concerns could be mitigated by building community and improving communication among AV users and developers.