In this paper, we describe how the programmatic lens of S-STEM, centered on transfer students and newly enrolled students with financial need and proven achievement, provided a context to study course taking and retention patterns in a mid-size computer science department at a regional state university before and since the beginning of the S-STEM grant, which is currently in its 5thyear. Our research utilizes QuantCrit theory, taking a critical stance towards data analysis and the interpretation of achievement and course taking data from a perspective that acknowledges how power and oppression shape opportunity and outcomes for students. We detail how the findings are interpreted in relation to S-STEM program impacts, first by the research team, and then in collaboration with the faculty stakeholders. We also consider how the findings can be used for departmental action to further the aims of S-STEM beyond the years of the grant.

Reflection is integral to learning and professional practice. We discuss how deliberate reflection can be integrated into coursework and how instructors can embed it. We will use an online problem solving activity individually and in small groups to provide a context for reflection, and practice guided reflection as problem solvers (emulating students) and as instructors. Discussion leaders will guide reflective discussions and connect to their experiences teaching problem solving courses. Collaborative problem solving and reflection activities can support the participation and success of all students across academic content areas, specifically underrepresented students. This session expects to engage educators interested in reflection to increase students' critical thinking skills. Leaders are CS faculty who taught CAHSI INCLUDES problem solving courses, designed in collaboration with Google, with reflection as an important part of solving problems. We will utilize a problem-solving activity to ground discussions in a shared experience, with time for solitary work, group work, and reflection on the problem and the processes used to solve it. Discussion leaders will guide reflective discussion and connect to their experiences teaching problem solving course content as part of the Google/CAHSI partnership. Groups will regather at the end to report and reflect about the experience of the BoF.

Haptics is an important part of the VR space as seen by the plethora of haptic controllers available today. Recent advancements have enabled touchless haptic feedback through the use of focused ultrasound thereby removing the need for a controller. Here, we present the world's first mid-air haptic rhythm game in VR and describe the reasoning behind its interface and gameplay, and in particular, how these were enabled by the effective use of state-of-the-art ultrasonic haptic technology.

Haptics is an important part of the VR space as seen by the plethora of haptic controllers available today. By using a novel ultrasonic haptic device, we developed and integrated mid-air haptic sensations without the need to wear or hold any equipment in a VR game experience. The compelling experience combines visual, audio and haptic stimulation in a supernatural narrative in which the user takes on the role of a wizard apprentice. By using different haptified patterns we could generate a wide range of sensations which mimic supernatural interactions (wizard spells). We detail our methodology and briefly discuss our findings and future work.

We present a method for creating three-dimensional haptic shapes in mid-air using focused ultrasound. This approach applies the principles of acoustic radiation force , whereby the non-linear effects of sound produce forces on the skin which are strong enough to generate tactile sensations. This mid-air haptic feedback eliminates the need for any attachment of actuators or contact with physical devices. The user perceives a discernible haptic shape when the corresponding acoustic interference pattern is generated above a precisely controlled two-dimensional phased array of ultrasound transducers. In this paper, we outline our algorithm for controlling the volumetric distribution of the acoustic radiation force field in the form of a three-dimensional shape. We demonstrate how we create this acoustic radiation force field and how we interact with it. We then describe our implementation of the system and provide evidence from both visual and technical evaluations of its ability to render different shapes. We conclude with a subjective user evaluation to examine users' performance for different shapes.

We introduce UltraHaptics, a system designed to provide multi-point haptic feedback above an interactive surface. UltraHaptics employs focused ultrasound to project discrete points of haptic feedback through the display and directly on to users' unadorned hands. We investigate the desirable properties of an acoustically transparent display and demonstrate that the system is capable of creating multiple localised points of feedback in mid-air. Through psychophysical experiments we show that feedback points with different tactile properties can be identified at smaller separations. We also show that users are able to distinguish between different vibration frequencies of non-contact points with training. Finally, we explore a number of exciting new interaction possibilities that UltraHaptics provides.