Computing educators strive to align curricula with workforce needs yet rarely articulate how professional competencies, behaviors, and responsibilities develop across different educational pathways. As the community moves beyond the 2027 curriculum revision cycle, bridge pathways spanning vocational, undergraduate, graduate, and non-computing entry routes are rapidly expanding. At the same time, widespread AI use requires curricula to more explicitly address professional judgment, accountability, and ethical reasoning, in addition to technical skills. This working group brings participants together to map, compare, and synthesize real curriculum and pathway artifacts using shared academic and workforce frameworks. Participants will build a competency-oriented pathway framework, identify recurring bridge pathway designs and gaps, and produce practical, post-2027 guidance that supports coherent, scalable, and internationally transferable computing curricula.

Process Oriented Guided Inquiry Learning (POGIL) is a research-based instructional strategy with a proven history across STEM disciplines. In a POGIL classroom, teams of students work on activities that are specifically designed to guide them to construct their own understanding of key concepts. At the same time, students develop process skills such as communication, teamwork, problem solving, and critical thinking. POGIL incorporates practices shown to be particularly helpful for students from underrepresented populations. In a POGIL classroom, teachers are facilitators, not lecturers. Multiple studies have shown that students in POGIL classes do better on common exams and in subsequent courses. For more information, see http://cspogil.org and http://pogil.org. This BOF will (1) enable people unfamiliar with POGIL to ask questions and learn more, and (2) bring together experienced POGIL practitioners to share experiences, concerns, ideas, and insights. As in a POGIL classroom, we will discuss topics in small teams and report out to a larger group.

Many computer science departments have chosen to hire faculty for teaching-track positions that parallel the standard tenure-track position, providing the possibility of promotion, longer-term contracts, and higher pay for excellence in teaching and service. This birds-of-a-feather is designed to gather educators, both experienced and new to teaching track positions, to share their experiences as members of the faculty of their departments and schools. As teaching track faculty, we share common challenges and opportunities. This year, our discussion will focus on constructive changes we are making to our curriculum to address the many challenges we are currently facing. Many teaching track faculty are assigned to introductory classes and, therefore, have the first opportunity to shape how students are learning computer science in these changing times. Today's challenges include the expanding capabilities of AI and our students' desire to take advantage of them, decreasing enrollments due to concerns about reduced job opportunities in Computer Science, and general uncertainty about whether what we are teaching is relevant to what our students will need to know in the future. We want to focus the discussion on how we, as teaching track faculty, are adapting the way we teach our courses to the changes in our students' behavior and beliefs.

Allocating students to projects is a commonplace task in computing education. These decisions underpin student-supervisor allocation, the formation of tutee and capstone groups, and pair programming. These allocations play a critical role for individual learner outcomes and the success of collaborative interventions. For example, imbalance in either gender, ethnicity, or nationality can negatively impact learner outcomes. Despite the critical importance of these allocation choices, we see little consensus on how these are implemented. The allocation task can be challenging and time-consuming for instructors of even moderately-sized classes, and the fairness implications can be difficult to assess. Inadvertently, an instructor may allocate in a way that amplifies existing biases or disproportionately harms those from disadvantaged or protected groups. From students' perspectives, a lack of transparency on the allocation process may also lead to issues of trust. The Working Group will undertake a study of allocation practices by bringing together educational and ML literature to develop and evaluate the fairness of allocation methods, and develop educator guidelines to promote pedagogically grounded allocation practices.

Many computer science departments have chosen to hire faculty to teach in teaching-track positions that parallel the standard tenure-track position, providing the possibility of promotion, longer-term contracts, and higher pay for excellence in teaching and service. This birds-of-a-feather is designed to gather educators, both experienced and new to teaching track positions, who are currently in such a position to share their experiences as members of the faculty of their departments and schools. As teaching track faculty we share common challenges and opportunities. This year, our discussion will focus on changing nature and structure of our courses.

The ITiCSE '23 final keynote raised teaching soft skills, or professional dispositions, to help students face challenges in modern programming. This project addresses helping computing students develop professional dispositions through collaborative learning (CL) since some in the industry observe entry-level engineers struggling due to their fragile professional dispositions. We are motivated to understand professional expectations from entry-level engineers and present the academia-industry gap to support practitioners and researchers in advancing CL in Computing Education, encouraging positive curricula and policy changes that promote DEIA. We will present CL practices alongside their supported professional dispositions to assist practitioners in adoption. We will present the academia-industry gap in CL for future research opportunities, helping researchers advance CL practices to integrate professional dispositions the industry expects from entry-level engineers.

Many computer science departments have chosen to hire faculty to teach in teaching-track positions that parallel the standard tenure-track position, providing the possibility of promotion, longer-term contracts, and higher pay for excellence in teaching and service. This birds-of-a-feather is designed to gather educators, both experienced and new to teaching track positions, who are currently in such a position to share their experiences as members of the faculty of their departments and schools. This year, we plan on discussing the impacts of evaluations of teaching faculty. Student evaluations of teaching, which are known to be biased, are often weighted heavily in teaching faculty merit review, contract renewal, and the promotion process. Our discussion will encourage teaching faculty to share the extent to which student and other types of evaluations influence their career progression, how transparent expectations around evaluation outcomes are, and what they believe would be a true evaluation of teaching excellence.

Process Oriented Guided Inquiry Learning (POGIL) is a research-based instructional strategy with a proven history across STEM disciplines. In a POGIL classroom, teams of students work on activities that are specifically designed to guide them to construct their own understanding of key concepts. At the same time, students develop process skills such as communication, teamwork, problem solving, and critical thinking. POGIL incorporates practices shown to be particularly helpful for students from underrepresented populations. In a POGIL classroom, teachers are facilitators, not lecturers. Multiple studies have shown that students in POGIL classes do better on common exams and in subsequent courses. For more information, see http://cspogil.org and http://pogil.org. This BOF will (1) enable people unfamiliar with POGIL to ask questions and learn more, and (2) bring together experienced POGIL practitioners to share experiences, concerns, ideas, and insights. As in a POGIL classroom, we will discuss topics in small teams and report out to the larger group.

The sense of belonging among 285 students was explored at four post-secondary institutions in the United States in introductory courses in Computer Science (one course) and Chemistry (three courses). In all four courses instructors employed Process Oriented Guided Inquiry Learning (POGIL), a collaborative and student-centered teaching approach. To assess students' sense of belonging, they were asked to complete surveys of seven Likert-scale questions and two open-response questions at the beginning and the end of the Spring'23 semester.

This virtual workshop introduces Process Oriented Guided Inquiry Learning (POGIL) to anyone who teaches CS or related subjects. In a POGIL classroom, teams of 3-4 learners work on activities with a particular structure based on learning cycles. Through scripted inquiry and investigation, learners discover concepts and construct their own knowledge. Using assigned team roles and other scaffolding, learners develop process skills and individual responsibility. The teacher is not a lecturer, but an active facilitator who helps all students to be engaged and achieve the learning objectives. POGIL is an evidence-based approach that has been shown to improve student performance significantly. Workshop participants will work through POGIL activities as students and complete meta-activities designed to introduce core POGIL concepts, practices, and benefits. We will share POGIL materials for a variety of CS courses. For more information, see http://IntroCSpogil.org and http://pogil.org, to find activities for CS1, CS2, and other courses.

Many computer science departments have chosen to hire faculty to teach in teaching-track positions that parallel the standard tenure-track position, providing the possibility of promotion, longer-term contracts, and higher pay for excellence in teaching and service. This birds-of-a-feather is designed to gather educators, both experienced and new to teaching track positions, who are currently in such a position to share their experiences as members of the faculty of their departments and schools. This year, we plan on discussing the impacts of institutional leadership on teaching faculty. Our discussion will encourage teaching faculty to share the extent to which they are included and valued in leadership positions. It will also ask teaching faculty the extent to which they have support and advocacy among non-teaching-faculty leaders at their institutions.

We use "unplugged" activities to introduce parallel concepts in a first-year seminar for Computer Science majors. Student teams explore parallel approaches to computational tasks. Pre- and post-activity surveys, and a reflection paper, measure the impact of these activities on students' views about parallel programming. Our goal is to encourage parallel thinking about programming tasks before sequential approaches become ingrained. Computer Science curricula have traditionally focused on sequential approaches to programming, which were well matched to earlier computer systems. However, current systems almost all use multiprocessor CPUs, and are frequently used in clusters or networks of multiple computers. Recent curricular guidelines from organizations such as ACM and ABET recommend exposure to parallel computing concepts.

This workshop introduces Process Oriented Guided Inquiry Learning (POGIL) to anyone who teaches CS or related subjects. In a POGIL classroom, teams of 3-4 learners work on activities with a particular structure based on learning cycles. Through scripted inquiry and investigation, learners discover concepts and construct their own knowledge. Using assigned team roles and other scaffolding, learners develop process skills and individual responsibility. The teacher is not a lecturer, but an active facilitator who helps all students to be engaged and achieve the learning objectives. POGIL is an evidence-based approach that has been shown to improve student performance significantly. Workshop participants will work through POGIL activities as students and complete meta-activities designed to introduce core POGIL concepts, practices, and benefits. We will share POGIL materials for a variety of CS courses. For more information, see http://IntroCSpogil.org and http://pogil.org, where you will find activities for CS1, CS2, and other courses.

Broadening participation in computing touches every aspect of the undergraduate experience. This special session highlights the initiatives undertaken by NCWIT Academic Alliance members who are working to broaden participation in computing. A mix of 3-minute lightning talks, review of resources, and Q&A will provide attendees opportunities to create connections and grapple with implementation issues at their institution. This special session is a reprise of a well-reviewed session from the NCWIT Summit, and will introduce strategies for admission to major, curriculum, pedagogy, teaching assistant selection, and undergraduate research.

In this workshop, participants will learn about how to integrate computational thinking and creative thinking activities that have been shown to significantly improve student learning and performance in their classes via rigorous research investigations. In particular, participants will be familiarized with the suite of Computational Creativity Exercises (CCEs) (which are non-programming-based, group-based, active learning exercises), practice hands-on how to complete such an CCE, learn about how to integrate and adapt them into their courses, and be exposed to the educational research studies behind the development, design, and administration of these CCEs. Participants will also learn how to conduct evidence-based educational research studies. Workshop sessions will include presentations, panel-based Q&A, an experience report, breakout group discussions, and hands-on activities. A suite of resources including the survey instruments, CCEs, implementation strategies, and research findings will be shared post-workshop. More information can be found at cse.unl.edu/agents/ic2think/CCEWorkshop2021.

We propose to strengthen the computer science (CS) curriculum by embedding parallel concepts in a required first-semester seminar taken by all incoming declared CS majors. We introduce students to parallel computing concepts through a series of unplugged activities so that students see parallel approaches as a natural form of solution to a task. We describe a pilot offering of the class and activities, with measurements and analysis of what students self-report and their performance on assessments.

In this workshop, participants will learn how to integrate into their classes computational thinking and creative thinking activities that have been shown via rigorous research to significantly improve student learning and performance. Specifically, participants will be familiarized with the suite of Computational Creativity Exercises (non-programming-based, group-based, active learning exercises), take part in completing one of the exercises, learn how to integrate and adapt them into their courses, and be exposed to the educational research studies behind the development, design, and administration of these exercises. Participants will also learn how to conduct evidence-based, educational research studies. Workshop sessions will include presentations, an experience report, breakout group discussions, and hands-on activities. More information can be found at cse.unl.edu/agents/ic2think/CCEWorkshop

MOTIVATION: Next-generation sequencing (NGS) allows for analyzing a large number of viral sequences from infected patients, providing an opportunity to implement large-scale molecular surveillance of viral diseases. However, despite improvements in technology, traditional protocols for NGS of large numbers of samples are still highly cost and labor intensive. One of the possible cost-effective alternatives is combinatorial pooling. Although a number of pooling strategies for consensus sequencing of DNA samples and detection of SNPs have been proposed, these strategies cannot be applied to sequencing of highly heterogeneous viral populations. RESULTS: We developed a cost-effective and reliable protocol for sequencing of viral samples, that combines NGS using barcoding and combinatorial pooling and a computational framework including algorithms for optimal virus-specific pools design and deconvolution of individual samples from sequenced pools. Evaluation of the framework on experimental and simulated data for hepatitis C virus showed that it substantially reduces the sequencing costs and allows deconvolution of viral populations with a high accuracy. AVAILABILITY AND IMPLEMENTATION: The source code and experimental data sets are available at http://alan.cs.gsu.edu/NGS/?q=content/pooling.