To meet the need of teaching faculty in computing and information sciences, many institutions of higher education in North America have been actively seeking and successfully recruiting full-time teaching faculty without requiring PhD While these pathways are becoming more established, there remain significant challenges in preparing, recruiting, and supporting teaching faculty in ways that reflect their unique positions in academia.

Writing high-quality code is one of the most important skills for programmers, affecting how easy a codebase is to work with, both for the original creator and any future editors. Since it is so important, many undergraduate programs will begin teaching code quality, sometimes referred to as style, in their introductory computer science courses. However, grading code quality by hand is a long and intensive process that takes away valuable teaching assistant time that could be spent directly working with students. We explore an approach to automating this process by creating a code quality checker program specifically designed for beginners, to be used on code written by students in a first-year undergraduate computer science course. In designing this program, we hope to give speedy, detailed, and specific feedback on student's code; so, they can practice writing good code in real time and internalize the rules of code quality.

This microteaching session is like Nifty Assignments for instruction. Instead of having the presenters just talk about their teaching, they will simulate how they would actually teach something. Covering a range of topics and grade levels, six educators will demo how they would teach a specific topic. To help identify the pedagogical practices that cut across grade bands and topics, the moderator, Colleen Lewis, will describe how their pedagogical practices connect with education research. The goal of the session is to inspire SIGCSE attendees by highlighting innovative instruction by exceptional educators. Attendees can adopt the content and/or pedagogical practices from each microteaching example.

Demand for computer science teaching faculty is skyrocketing. In response, many colleges and universities are beginning to advertise for and hire teaching candidates without a PhD. In this panel, we discuss our experiences as faculty in this position and explore how we can promote and support the important contributions that non-PhD faculty have on students. Throughout this interactive panel, we will engage in-person and virtual participants from all levels of higher education to discuss the experiences surrounding teaching track faculty without a PhD. Additionally we will reflect and envision how our community can systematically support and create alternative paths within academia that will allow potential faculty to earn a terminal Master's degree and learn how to be effective teachers at the same time.

Concerns about academic misconduct are nearly ubiquitous among educators, and are especially prevalent in computer science. However most conversations relating to misconduct focus on how students cheat, how to detect when they do, and how to discipline offenders. This emphasis on "detect and punish" can have severe negative consequences, including toxic classroom cultures, adversarial student-staff relationships, and massive mental and emotional workloads for instructors. In this panel, we examine possible root causes for misconduct in CS courses and advocate for shifting the narrative to focus on designing and delivering courses that discourage misconduct by being inclusive and supportive to all students. We also offer concrete suggestions for approaches to reduce mis-conduct through non-punitive means.

Despite the important and long overdue increase in the number of diversity, equity, and inclusion (DEI) initiatives in Computer Science, these efforts tend to be focused on diversity in terms of race, gender, socioeconomic status, etc. and run the risk of overlooking the needs of students living with disabilities, who may also feel underrepresented and marginalized in our field. More specifically, few of these endeavors are targeted toward students living with diagnosed mental illness despite the current mental health crisis, which is already having an effect on the field of computing. This session seeks to explore ways in which current DEI efforts in Computer Science can be expanded to be more inclusive of students living with diagnosed mental illness. Rather than serving as a critique of the shortcomings of existing DEI practices, we seek to create a space for a constructive and open conversation. We will discuss how current outreach efforts, recruitment and retention strategies, mentorship opportunities, community building, career advancement, etc. can be broadened and modified to meet the unique needs of students living with mental illness, while at the same time seeking to erase any stigma and misconceptions that may cause others to marginalize and exclude these students. In this timely and important session, participants will have an opportunity to discuss issues that affect CS students living with mental illness, share resources that are available for both students and educators, and describe efforts to create and foster a culture of understanding and support for neurodiverse communities within computing.

Course design and oversight is difficult, and we've seen a move toward including undergraduates on course staff over the past several years. In this panel, we argue that giving additional autonomy to the undergraduates involved in our courses is both empowering to them and beneficial to the course itself (as their perspective having actually taken the course can help us understand inequities and/or confusing pieces of the curriculum).

Demand for computer science teaching faculty is skyrocketing. In response, many colleges and universities are beginning to advertise for and hire teaching candidates without a PhD. In this panel, we discuss our experiences as faculty in this position and explore how we can promote and support the important contributions that non-PhD faculty have on students. Throughout this interactive panel, we will engage in-person and virtual participants from all levels of higher education to discuss the experiences surrounding teaching track faculty without a PhD. Additionally we will reflect and envision how our community can systematically support and create alternative paths within academia that will allow potential faculty to earn a terminal Master's degree and learn how to be effective teachers at the same time.

Long hours, lacking a sense of belonging, and fear of failure are just some of the stressors that affect Computer Science students and professionals alike, leading to burnout, anxiety, and depression. Although this issue is not unique to the field of computing, there is significant need for awareness and support around student mental health in the CS education community. However, while many CS educators recognize the importance of supporting their students' mental health, many feel ill-equipped to do so, are unsure if their approaches are helpful, and seek a community of educators with whom they can share ideas. Of particular concern is the mental health of students in underrepresented and marginalized groups within CS, particularly women, first-generation/low-income students, and members of the BIPOC and LGBTQ+ communities, as they struggle to cope with the unprecedented events of 2020, including the COVID-19 pandemic, the worldwide protests against systemic racial injustice, and the US Presidential election, all while participating in challenging academic courses. In this timely and important session, participants will have an opportunity to discuss the mental health issues that affect CS students, share resources that are available to students and educators, and describe their efforts to create and foster a culture of understanding and support for student mental health within their communities.

"The only thing that scales with undergrads is undergrads". As Computer Science course enrollments have grown, there has been a necessary increase in the number of undergraduate and graduate teaching assistants (TAs, and UTAs). TA duties often extend far beyond grading, including designing and leading lab or recitation sections, holding office hours and creating assignments. Though advanced students, TAs need proper pedagogical training to be the most effective in their roles. Training strategies have widely varied from no training at all, to semester-long prep courses. We will explore the challenges of TA training across both large and small departments. While much of the effort has focused on teams of undergraduates, most presenters have used the same tools and strategies with their graduate students. Training for TAs should not just include the mechanics of managing a classroom, but culturally relevant pedagogy. The panel will focus on the challenges of providing "just in time", and how we manage both intra-course training and department or campus led courses.

Abstract Strategy Games are games of no chance with complete information - all players (usually two) know all there is about the current position; nothing is hidden. Examples of popular games are Tic-Tac-Toe, Chess, Checkers, Connect-4, Reversi, Mancala, Nim, Dots-and-Boxes, and Go; there are thousands more. In addition to the cultural history and remarkably beautiful mathematics locked within the strategies and game trees, we have found they form a wonderfully fertile, rich, and engaging source of activities around which to teach fundamentals of computer science. This panel will explore the ways in which we have used these games with our students, through interactive tutorials and reflection that will each surface a particular CS concept. After sharing best practices, we will invite the audience to contribute their own experiences.

Long hours, pressure to meet deadlines, lacking a sense of belonging, and fear of failure are just some of the stressors that affect Computer Science students and professionals alike, leading to burnout, anxiety, and depression. Although this issue is by no means unique to the field of computing, there is significant need for awareness and support around student mental health in the CS education community. In this timely and important session, panelists will discuss the mental health issues that affect CS students, present resources that are available to students and educators, and describe their efforts to create and foster a culture of understanding and support within their communities.

"The only thing that scales with undergrads is undergrads". As Computer Science course enrollments have grown, there has been a necessary increase in the number of undergraduate and graduate teaching assistants (TAs, and UTAs). TA duties often extend far beyond grading, including designing and leading lab or recitation sections, holding office hours and creating assignments. Though advanced students, TAs need proper pedagogical training to be the most effective in their roles. Training strategies have widely varied from no training at all, to semester-long prep courses. We will explore the challenges of TA training across both large and small departments. While much of the effort has focused on teams of undergraduates, most presenters have used the same tools and strategies with their graduate students. Training for TAs should not just include the mechanics of managing a classroom, but culturally relevant pedagogy. The panel will focus on the challenges of providing "just in time", and how we manage both intra-course training and department or campus led courses.

Allyship in academia is critical for creating inclusive communities that are welcoming to all students, but the perception of its benefits and challenges can vary depending on a number of factors. This session will explore perspectives of allyship in academia by bringing together a diverse group of faculty and students who can share a wide range of experiences and insights, and aims to facilitate a discussion among all attendees that leads to an exchange of ideas, the strengthening of our community, and progress toward our common goal of inclusion in computing.