Table of Contents

• Under Co-construction: Toward the Social Design of Explainable AI SystemsKatharina J. Rohlfing. 1 [doi]
• Data Feminism: Teaching and Learning for JusticeCatherine D'Ignazio. 3 [doi]
• Encouraging Compiler Optimization Practice for Undergraduate Students through CompetitionYu Zhang, Chunming Hu, Mingliang Zeng, Yitong Huang, Wenguang Chen, Yuanwei Wang. 4-10 [doi]
• Characteristics of the Student-Driven Learning Environment in Computing Education: A Case Study on the Interaction between Educational Design and Study BehaviorMadeleine Lorås, Trond Aalberg. 11-17 [doi]
• Mastery Learning in CS1 - An Invitation to Procrastinate?: Reflecting on Six Years of Mastery LearningClaudia Ott, Brendan McCane, Nick Meek. 18-24 [doi]
• A Qualitative Study of Group Work and Participation Dynamics in a CS2 Active Learning EnvironmentRutwa Engineer, Ayesha Naeem Syeda, Bogdan Simion. 25-31 [doi]
• A Qualitative Study on How Students Interact with Quizzes and Estimate Confidence on Their AnswersKartik Shah, Priscilla Lee, Daphne Barretto, Soohyun Nam Liao. 32-38 [doi]
• Leveraging the ADJ Framework to Improve Real-World Problem-Solving Skills in Computing CoursesRuben Acuña, Ajay Bansal. 39-45 [doi]
• The Relationship of CS Attitudes, Perceptions of Collaboration, and Pair Programming Strategies on Upper Elementary Students' CS LearningJessica Vandenberg, Arif Rachmatullah, Collin F. Lynch, Kristy Elizabeth Boyer, Eric N. Wiebe. 46-52 [doi]
• Virtual Learning Environment to Encourage Students' Relationships and Cooperative Competence AcquisitionRosa Estriegana, José-Amelio Medina, Rafael Robina-Ramírez, Roberto Barchino. 53-59 [doi]
• Using Dialogue Analysis to Predict Women's Stress During Remote Collaborative Learning in Computer ScienceKimberly Michelle Ying, Gloria Ashiya Katuka, Kristy Elizabeth Boyer. 60-66 [doi]
• One Size Doesn't Fit All: Diversifying Data Science Course Projects by Student Background and InterestsWensheng Wu. 67-73 [doi]
• Beyond Gaming: The Potential of Twitch for Online Learning and TeachingJohanna Pirker, Alexander Steinmaurer, Aleksandar Karakas. 74-80 [doi]
• Approaches to Transitioning Computer Science Classes from Offline to OnlineAlexander Brooks, Caroline D. Hardin, Jennifer Scianna, Matthew Berland, Laura Hobbes LeGault. 81-87 [doi]
• Exploring Student Experiences in Early Computing Courses during Emergency Remote TeachingMcKenna Lewis, Zhanchong Deng, Sophia Krause-Levy, Adrian Salguero, William G. Griswold, Leo Porter, Christine Alvarado. 88-94 [doi]
• Experience Report: Designing Massive Open Online Computer Science Courses for InclusionSophia Krause-Levy, Mia Minnes, Christine Alvarado, Leo Porter. 95-101 [doi]
• Towards Binary Diversified Challenges For A Hands-On Reverse Engineering CourseChristopher Stricklan, T. J. OConnor. 102-107 [doi]
• TermAdventure: Interactively Teaching UNIX Command Line, Text Adventure StyleMarek Suppa, Ondrej Jariabka, Adrián Matejov, Marek Nagy. 108-114 [doi]
• Supporting CS1 Instructors: Design and Evaluation of a Game GeneratorJecton Tocho Anyango, Hussein Suleman. 115-121 [doi]
• The Pandos Project and the μMPS3 EmulatorMikey Goldweber, Renzo Davoli, Mattia Biondi. 122-128 [doi]
• Supporting Students' Computer Science Learning with a Game-based Learning Environment that Integrates a Use-Modify-Create Scaffolding FrameworkDanielle C. Boulden, Arif Rachmatullah, Madeline Hinckle, Dolly Bounajim, Bradford W. Mott, Kristy Elizabeth Boyer, James C. Lester, Eric N. Wiebe. 129-135 [doi]
• Modifying Curriculum for Novice Computational Thinking Elementary Teachers and English Language LearnersDana Saito-Stehberger, Leiny Garcia, Mark Warschauer. 136-142 [doi]
• Program Comprehension with Physical Computing: A Structure, Function, and Behavior Analysis of Think-Alouds with High School StudentsGayithri Jayathirtha, Yasmin B. Kafai. 143-149 [doi]
• A Memory Diagram for All SeasonsPaul E. Dickson, Toby Dragon. 150-156 [doi]
• Tutors' Experiences in Using Explicit Strategies in a Problem-Based Learning Introductory Programming CourseOlivier Goletti, Kim Mens, Felienne Hermans. 157-163 [doi]
• Live Coding: A Review of the LiteratureAna Selvaraj, Eda Zhang, Leo Porter, Adalbert Gerald Soosai Raj. 164-170 [doi]
• Good Bug Hunting: Inspiring and Motivating Software Testing NovicesNatalia Silvis-Cividjian, Marc Went, Robert Jansma, Viktor Bonev, Emil Apostolov. 171-177 [doi]
• Learning Transfer in Novice Programmers: A Preliminary StudyCruz Izu, Claudio Mirolo. 178-184 [doi]
• PDL: Scaffolding Problem Solving in Programming CoursesShu Lin 0003, Na Meng, Dennis Kafura, Wenxin Li. 185-191 [doi]
• Mind the Gap: Searching for Clarity in NCEADiana Kirk, Tyne Crow, Andrew Luxton-Reilly, Ewan D. Tempero. 192-198 [doi]
• Investigating Accuracy and Perceived Value of Feedback in Peer Code Review Using GamificationTheresia Devi Indriasari, Andrew Luxton-Reilly, Paul Denny. 199-205 [doi]
• Students Struggle to Explain Their Own Program CodeTeemu Lehtinen, Aleksi Lukkarinen, Lassi Haaranen. 206-212 [doi]
• Reproduction for Insight: Towards Better Understanding the Quality of Students TestsMaurits Lawende, Harrie Passier, Greg Alpár. 213-219 [doi]
• Guiding Next-Step Hint Generation Using Automated TestsFlorian Obermüller, Ute Heuer, Gordon Fraser 0001. 220-226 [doi]
• ! ProgramsWengran Wang, Chenhao Zhang, Andreas Stahlbauer, Gordon Fraser 0001, Thomas W. Price. 227-233 [doi]
• Unit Test Smells and Accuracy of Software Engineering Student Test SuitesKevin Buffardi, Juan Aguirre-Ayala. 234-240 [doi]
• Teaching Testing with Modern Technology Stacks in Undergraduate Software Engineering CoursesScott P. Chow, Tanay Komarlu, Phillip T. Conrad. 241-247 [doi]
• How Students Unit Test: Perceptions, Practices, and PitfallsGina R. Bai, Justin Smith, Kathryn T. Stolee. 248-254 [doi]
• Investigating the Impact of Computing vs Pedagogy Experience in Novices Creation of Computing-Infused CurriculaAmy Isvik, Veronica Cateté, Tiffany Barnes. 255-261 [doi]
• Teacher Views on Computational Thinking as a Pathway to Computer ScienceSukanya Kannan Moudgalya, Aman Yadav, Philip Sands, Sara Vogel, Mike Zamansky. 262-268 [doi]
• What Do We Know about Assessing Computational Thinking? A New Methodological Perspective from the LiteratureRuohan Liu, Feiya Luo, Maya Israel. 269-275 [doi]
• Insights from Student Solutions to MongoDB Homework ProblemsRidha Alkhabaz, Seth Poulsen, Mei Chen, Abdussalam Alawini. 276-282 [doi]
• A Quantitative Analysis of Student Solutions to Graph Database ProblemsMei Chen, Seth Poulsen, Ridha Alkhabaz, Abdussalam Alawini. 283-289 [doi]
• Design and Assessment of a Task-Driven Introductory Data Science Course Taught Concurrently in Multiple Languages: Python, R, and MATLABTing Xiao, Ronald I. Greenberg, Mark V. Albert. 290-295 [doi]
• Teaching a Hands-On Mobile and Wireless Cybersecurity CourseT. J. OConnor, Christopher Stricklan. 296-302 [doi]
• Experience Report: Exploring the Use of CTF-based Co-Curricular Instruction to Increase Student Comfort and Success in ComputingMargaret Ellis, Liesl Baum, Kimberly Filer, Stephen H. Edwards. 303-309 [doi]
• NeoCyberKG: Enhancing Cybersecurity Laboratories with a Machine Learning-enabled Knowledge GraphYuli Deng, Zhen Zeng, Dijiang Huang. 310-316 [doi]
• On-the-fly Estimation of Task Difficulty for Item-based Adaptive Online Learning EnvironmentsMaciej Pankiewicz, Marcin Bator. 317-323 [doi]
• Are Working Habits Different Between Well-Performing and at-Risk Students in Online Project-Based Courses?Mingxiao An, Hongyi Zhang, Jaromír Savelka, ShiJie Zhu, Chris Bogart, Majd Sakr. 324-330 [doi]
• The CS1 Reviewer App: Choose Your Own Adventure or Choose for Me!Anshul Shah, Jonathan Liu, Kristin Stephens-Martinez, Susan H. Rodger. 331-337 [doi]
• Developing an Open-Book Online Exam for Final Year StudentsKeith Quille, Keith Nolan, Brett A. Becker, Seán McHugh. 338-344 [doi]
• Online Hackathons as an Engaging Tool to Promote Group Work in Emergency Remote LearningKiev Gama, Carlos Zimmerle, Pedro Rossi. 345-351 [doi]
• Assessing Programming Skills and Knowledge During the COVID-19 Pandemic: An Experience ReportNorman Tiong Seng Lee, Oka Kurniawan, Kenny Tsu Wei Choo. 352-358 [doi]
• Frozen in the Past: When it Comes to Analogy Fears, It's Time For Us to "Let it Go"Briana Bettin, Linda M. Ott. 359-365 [doi]
• A Quantitative Analysis of Study Habits Among Lower- and Higher-Performing Students in CS1Soohyun Nam Liao, Kartik Shah, William G. Griswold, Leo Porter. 366-372 [doi]
• Does the Early Bird Catch the Worm? Earliness of Students' Work and its Relationship with Course OutcomesJuho Leinonen, Francisco Enrique Vicente Castro, Arto Hellas. 373-379 [doi]
• A Curated Inventory of Programming Language MisconceptionsLuca Chiodini, Igor Moreno Santos, Andrea Gallidabino, Anya Tafliovich, André L. Santos, Matthias Hauswirth. 380-386 [doi]
• Tool-Aided Loop Invariant Development: Insights into Student Conceptions and DifficultiesMegan Fowler, Eileen T. Kraemer, Murali Sitaraman, Joseph E. Hollingsworth. 387-393 [doi]
• Novices' Learning Barriers When Using Code Examples in Open-Ended ProgrammingWengran Wang, Archit Kwatra, James Skripchuk, Neeloy Gomes, Alexandra Milliken, Chris Martens, Tiffany Barnes, Thomas Price. 394-400 [doi]
• Pedagogical Interventions to Improve the Outcomes of Hispanics in AP Computer ScienceMayra Bachrach, Patricia Morreale, Gail Verdi. 401-407 [doi]
• Understanding the Link between Computer Science Instruction and Reading & Math PerformanceJean Salac, Cathy Thomas, Chloe Butler, Diana Franklin. 408-414 [doi]
• The Impact of Technical Interviews, and other Professional and Cultural Experiences on Students' Computing IdentityStephanie Lunn, Monique Ross, Zahra Hazari, Mark Allen Weiss, Michael Georgiopoulos, Kenneth J. Christensen. 415-421 [doi]
• The Early Bird Gets the Worm: Major Retention in CS3Fee Christoph, Westley Weimer, Kevin Angstadt. 422-428 [doi]
• Proficiency in Basic Data Structures among Various Subpopulations of Students at Different Stages in a CS ProgramSander Valstar, Sophia Krause-Levy, Adrian Salguero, Leo Porter, William G. Griswold. 429-435 [doi]
• 'It's a Bit Weird, but it's OK'? How Female Computer Science Students Navigate being a MinorityEmily Winter, Lisa Thomas, Lynne Blair. 436-442 [doi]
• Evaluating the Current Continuous Improvement Approach in ABET-Accredited Computing ProgramsAbdullah Azzouni, Jennifer Parham-Mocello. 443-449 [doi]
• Digital Education For All: Better Students Through Open Doors?Nea Pirttinen, Juho Leinonen, Kjell Lemström. 450-456 [doi]
• Exploring Why Underrepresented Students Are Less Likely to Study Machine Learning and Artificial IntelligenceDaphne Barretto, Julienne LaChance, Emanuelle Burton, Soohyun Nam Liao. 457-463 [doi]
• Increasing Women's Persistence in Computer Science by Decreasing Gendered Self-Assessments of Computing AbilitySusan R. Fisk, Tiah Wingate, Lina Battestilli, Kathryn T. Stolee. 464-470 [doi]
• Fostering High School Girls' Interest and Attainment in Computer ScienceMirela Gutica. 471-477 [doi]
• Gender Differences in Class Participation in Core CS CoursesMadison Brigham, Joël Porquet-Lupine. 478-483 [doi]
• Educating Computer Science Students about Algorithmic Fairness, Accountability, Transparency and EthicsMaria Kasinidou, Styliani Kleanthous, Kalia Orphanou, Jahna Otterbacher. 484-490 [doi]
• Deploying a Strategy to Unlock Big Data Research and Teaching Activities in the West Balkan RegionDamien Graux, Valentina Janev, Hajira Jabeen, Emanuel Sallinger. 491-497 [doi]
• Bringing Green Software to Computer Science Curriculum: Perspectives from Researchers and EducatorsJoão Saraiva, Ziliang Zong, Rui Pereira. 498-504 [doi]
• Rapid Entry into Masters in Computing Program for Non-MajorsGary Krenz, Thomas Kaczmarek, John Moyer. 505-511 [doi]
• Machine Learning for Business Students: An Experiential Learning ApproachLinus Wunderlich, Allen Higgins, Yossi Lichtenstein. 512-518 [doi]
• PyXYZ: An Educational 3D Wireframe Engine in PythonDiogo de Andrade, Nuno Fachada. 519-525 [doi]
• An Accelerated CS0 for Online Mature-Age Part-Time StudentsWilliam Billingsley, Jonathan Vitale. 526-532 [doi]
• Computing and Gestures in High School Biology EducationLine Have Musaeus, Peter Musaeus. 533-539 [doi]
• Comparing Pre-tertiary Curricula to Investigate the Timing of Computing ExposureElliot Varoy, Kerry Lee, Andrew Luxton-Reilly, Nasser Giacaman. 540-546 [doi]
• Challenges Faced by Teaching Assistants in Computer Science Education Across EuropeEmma Riese, Madeleine Lorås, Martin Ukrop, Tomás Effenberger. 547-553 [doi]
• Comparing Programming Self-Esteem of Upper Secondary School Teachers to CS1 StudentsRoisin Faherty, Keith Quille, Rebecca Vivian, Monica M. McGill, Brett A. Becker, Karen Nolan. 554-560 [doi]
• Instructor Performance on Progressively Complex Programming Tasks: A Multi-Institutional Study from IndiaViraj Kumar, Amey Karkare. 561-567 [doi]
• How Concrete Should an Abstract Be?Simon, Juha Sorva. 568-574 [doi]
• Confirmation Bias and Other Flaws in Citing Pass Rate StudiesSimon, Andrew Luxton-Reilly, Oluwatoyin Adelakun-Adeyemo. 575-581 [doi]
• Scientific Collaboration Network Analysis for Computing Education ConferencesJames Zhang, Andrew Luxton-Reilly, Paul Denny, Jacqueline Whalley. 582-588 [doi]