One of the ways to attract a more diverse group of students to computer science is by offering courses that are interdisciplinary. Some of the first examples of this combined multimedia with programming. There are many more possibilities, but as computer scientists, we often do not have the domain knowledge to teach these courses alone. Team teaching offers a solution to this dilemma. The goal of this panel is to present some of the problems we have encountered and to discuss some of the solutions.

Flipped classrooms are a new twist on an old idea: homework. The basic formula is simple: do the prep work before coming to class and come to class ready to discuss that work, do an activity to reinforce what you learned, or even take a quiz on the reading or research that was assigned. But as with all approaches to teaching, the reality is never that simple. This panel will report the experiences of four "flippers" and explore the pros and cons of those experiences. Educators who are considering flipping all or part of their courses will gain insight into how to do so to their and, more importantly, their students'-advantage, while those who have used this technique may gain new insights into approaches that might help them be more successful if they faced any issues similar to those of the panelists.

This paper describes a foray into teaching internationalization by attempting to do a collaborative project between students in the United States and Poland. The project required Polish students to work with software developed by American students and to provide feedback to the Americans on how easy it was to understand and modify their code. Students communicated via email and online chats as well as in a live session facilitated by Google Hangout. The goals were to get students in both countries to appreciate the clarity needed to communicate and work with international colleagues and to have them experience the myriad issues involved in such collaborations. We report the details of the project we assigned, the processes we went through to set up the collaboration, and our successes and failures as we worked toward our goals.

Our work on Performamatics aims to enhance students' computational thinking (CT) by engaging them in fundamental concepts that unite computing and music. Our approach leverages students' near universal interest in music as a context for rich CT experiences. The techniques we share are used in a General Education course open to students in any major called Sound Thinking, which is now being offered for the fourth time.

This paper discusses our ongoing experiences in developing an interdisciplinary general education course called Sound Thinking that is offered jointly by our Dept. of Computer Science and Dept. of Music. It focuses on the student outcomes we are trying to achieve and the projects we are using to help students realize those outcomes. It explains why we are moving from a web-based environment using HTML and JavaScript to Scratch and discusses the potential for Scratch's "musical live coding" capability to reinforce those concepts even more strongly.

This paper describes how a graphical user interface (GUI) programming course offered by the Dept. of Computer Science (CS) was paired with a general teaching methods course offered by the Dept. of Music in an attempt to revitalize undergraduate CS education and to enrich the experiences of both sets of students. The paper provides details on the joint project done in these classes and the evaluation that assessed its effect on the curriculum, students, and professors.

No abstract available.

The environment chosen to teach Java can have a profound effect on students' abilities to learn the language. Panelists will report on their experiences using different Java Interactive Development Environments (IDEs) to teach Java and what they identify as the strengthens and weaknesses of each IDE. Each panelist will discuss the most important features of the IDEs and related teaching pedagogies to address "what works and what doesn't" when teaching Java.

Course Web sites are fast becoming standard features of college courses. Some students expect all their courses to have such sites, just like they expect them to have syllabi. Course Web sites help professors communicate with students and students communicate with each other. They might summarize lectures, present assignments, serve as repositories of examples developed by students as well as the professor, and provide links to additional related information on the Web.This panel will discuss various aspects of course Web sites, focusing on their development, maintenance, and use. We will share experiences by presenting examples, highlighting successes and failures, and describing our hopes and concerns for the future. The panel will welcome comments from those in the audience with similar and even contradictory experiences. Our intention is to broaden participants' thinking on the implementation and use of course Web sites and spawn insights that might lead to more effective use of this important course component.

Erwin Boschmann [1] listed four major issues pertaining to "the infusion of technology in higher education" in a recent posting on The Technology Source. His third issue is ,that "there is little existing research on learning." This paper addresses that issue by analyzing a course web site now in its fifth semester of operation and focusing squarely on its effect on student learning. It discusses research methods for evaluating the web site's effect on student performance and statistical methods for identifying performance trends. Data on multiple undergraduate courses is presented, comparing student performance before and after the web site was introduced.