PapersSIGCSE TS 2023
Papers describe an educational research project, classroom experience, teaching technique, curricular initiative, or pedagogical tool in the computing content domain. All papers submitted to the SIGCSE TS should be original work that complies with the ACM authorship policies. SIGCSE TS considers papers in three distinct tracks, each with their own unique expectations. See further details below.
Paper Tracks
Please ensure that you submit your paper to the correct paper track. Papers will be reviewed for the track they are submitted to and will not be moved between tracks. Any submissions made to more than one track will be desk rejected from both tracks.
- Computing Education Research. The primary purpose of Computing Education Research (CER) papers is to advance what is known about the teaching and learning of computing. CER papers are reviewed relative to the clarity of the research questions posed, the relevance of the work in light of prior literature and theory, the soundness of the methods to address the questions posed, and the overall contribution. Both qualitative and quantitative research is welcomed, as are replication studies and papers that present null or negative results.
- Experience Reports and Tools. The primary purpose of Experience Reports and Tools (ERT) papers is observational in nature, and ERT papers should carefully describe the development and use of a computing education approach or tool, the context of its use including the formative data collected, and provide a rich reflection on what did or didn’t work, and why. ERT contributions should be motivated by prior literature and should highlight the novelty of the experience or tool presented. ERT papers differ from CER papers in that they frame their contributions to enable adoption by other practitioners, rather than focusing on the generalizability or transferability of findings, or threats to validity.
- Position and Curricula Initiative. The primary purpose of Position and Curricula Initiative (PCI) papers is to present a coherent argument about a computing education topic, including, but not limited to curriculum or program design, practical and social issues facing computing educators, and critiques of existing practices. PCI papers should substantiate their claims using evidence in the form of thorough literature reviews, analysis of secondary data collected by others, or another appropriate rhetorical approach. In contrast to CER papers, PCI papers need not present original data or adhere to typical qualitative or quantitative research methods. PCI papers differ from ERT papers in that they do not necessarily report on individual experiences, programs or tools, but rather they may focus on broader concerns to the community.
Papers submitted to all tracks should address one or more computing content topic. Authors will be asked to select between 3 and 7 topics from this list at the time of submission. Papers deemed outside the scope of symposium by the program chairs will be desk rejected without review.
Authors submitting work to SIGCSE TS 2023 are responsible for complying with all applicable conference authorship policies and those articulated by ACM. If you have questions about any of these policies, please contact program@sigcse2023.org for clarification prior to submission.
Presentation Modality
Papers at SIGCSE TS 2023 will be presented either in-person using a traditional paper session or online via a pre-recorded video and a synchronous group Q/A session (i.e., Authors’ Corner). If accepted, authors agree to commit to one of these two presentation modalities in a timely manner to facilitate conference planning. Further instructions will be provided in acceptance notifications.
Addendum (January 2023): As SIGCSE TS 2023 is a hybrid conference, a pre-recorded 20-minute video is required for each paper for remote attendees to view. An e-mail notification on how to submit the video has been sent out to all accepted papers’ authors.
Thu 16 MarDisplayed time zone: Eastern Time (US & Canada) change
07:30 - 20:00 | |||
10:00 - 17:00 | |||
10:45 - 12:00 | Forming and Evaluating Student GroupsPapers at 701A Chair(s): Zachary Butler Rochester Institute of Technology | ||
10:45 25mPaper | Evaluating Group Work in (too) Large CS Classes with (too) Few Resources: An Experience ReportIn-Person Papers Joël Porquet-Lupine University of California, Davis, Madison Brigham University of California, Davis DOI | ||
11:10 25mPaper | Inclusive study group formation at scaleMSIIn-Person Papers Sumer Kohli UC Berkeley, Neelesh Ramachandran UC Berkeley, Ana Tudor UC Berkeley, Gloria Tumushabe UC Berkeley, Olivia Hsu Stanford University, Gireeja Ranade UC Berkeley DOI | ||
11:35 25mPaper | Student Perspectives on Optional GroupsIn-PersonGlobal Papers Jonathan Calver University of Toronto, Jennifer Campbell University of Toronto, Michelle Craig University of Toronto DOI | ||
10:45 - 12:00 | CS0/CS1 Skills, Confidence, and LanguagesPapers at 701B Chair(s): Ildar Akhmetov University of Alberta | ||
10:45 25mPaper | CS0 vs. CS1: Understanding Fears and Confidence amongst Non-majors in Introductory CS CoursesCCIn-Person Papers Emma Hogan University of California, San Diego, Ruoxuan Li University of California, San Diego, Adalbert Gerald Soosai Raj University of California, San Diego DOI | ||
11:10 25mPaper | Visual vs. Textual Programming Languages in CS0.5: Comparing Student Learning with and Student Perception of RAPTOR and PythonCCIn-Person Papers Joel Coffman United States Air Force Academy, Adrian de Freitas USAF Academy, Justin Hill United States Air Force Academy, Troy Weingart United Stated Air Force Academy Dept of Computer Science DOI | ||
11:35 25mPaper | Validation of the Placement Skill Inventory: A CS0/CS1 Placement ExamCCIn-Person Papers DOI | ||
10:45 - 12:00 | SIGCSE Board Online Office HoursLogistics / Demos / Keynotes at 704 Members of the SIGCSE Board will be available to discuss issues with any member of the SIGCSE community. This is a drop-in time where community members are encouraged to come and bring issues facing the SIGCSE community directly to the board. https://app.socio.events/MjA2Nzk/Agenda/280821/Session/790291 | ||
10:45 - 12:00 | |||
10:45 25mPaper | Analyzing the effects of CTE grant funding on CS course offerings and enrollment in CaliforniaK12In-Person Papers Mariam Saffar Perez University of Illinois at Urbana-Champaign, Paul Bruno University of Illinois at Urbana-Champaign DOI | ||
11:10 25mPaper | The Brazilian School Computing StandardK12In-PersonGlobal Papers Leila Ribeiro Universidade Federal do Rio Grande do Sul (UFRGS), Luciana Foss Universidade Federal de Pelotas, Simone André Da Costa Cavalheiro Universidade Federal de Pelotas, Marcia Cruz UNISC, Rozelma França Universidade Federal Rural de Pernambuco (UFRPE) DOI | ||
11:35 25mPaper | Toward a New State-level Framework for Sharing Computer Science ContentK12In-Person Papers Bob Edmison Virginia Tech, Stephen Edwards Virginia Tech, Lujean Babb Virginia Tech, Margaret Ellis Virginia Tech, Chris Mayfield James Madison University, Youna Jung Virginia Military Institute, Marthe Honts Virginia Military Institute DOI | ||
10:45 - 12:00 | |||
10:45 25mPaper | CS-JEDI: Required DEI Education, by CS PhD Students, for CS PhD StudentsMSIIn-Person Papers Bailey Flanigan Carnegie Mellon University, Ananya Joshi Carnegie Mellon University, Sara McAllister Carnegie Mellon University, Catalina Vajiac Carnegie Mellon University DOI | ||
11:10 25mPaper | Equitable student persistence in computing research through distributed career mentorshipMSIIn-Person Papers DOI | ||
11:35 25mPaper | Growing an Inclusive Community of K-12 CS Education ResearchersK12MSIIn-Person Papers DOI | ||
10:45 - 12:00 | |||
10:45 25mPaper | GILP: An Interactive Tool for Visualizing the Simplex AlgorithmIn-Person Papers Henry Robbins Cornell University, Samuel Gutekunst Bucknell University, David Shmoys Cornell University, David Williamson Cornell University DOI | ||
11:10 25mPaper | Measuring the Impact of a Computational Linear Algebra Course on Students' Exam Performance in a Subsequent Numerical Methods CourseIn-PersonGlobal Papers Hongxuan Chen University of Illinois at Urbana-Champaign, Matthew West University of Illinois at Urbana-Champaign , Sascha Hilgenfeldt University of Illinois at Urbana-Champaign, Mariana Silva University of Illinois at Urbana Champaign DOI | ||
11:35 25mPaper | Students’ Perceptions on Engaging Database Domains and StructuresIn-PersonGlobal Papers Daphne Miedema Eindhoven University of Technology, Toni Taipalus University of Jyväskylä, Efthimia Aivaloglou Delft University of Technology DOI | ||
10:45 - 12:00 | |||
10:45 25mPaper | On Students' Usage of Tracing for Understanding CodeIn-Person Papers Mohammed Hassan University of Illinois at Urbana-Champaign, Craig Zilles University of Illinois at Urbana-Champaign DOI | ||
11:10 25mPaper | Improving Long Term Performance Using Visualized Scope Tracing: A 10-Year StudyIn-Person Papers DOI | ||
11:35 25mPaper | Stream Your Exam to the Course Staff: Asynchronous Assessment via Student-Recorded Code Trace VideosIn-Person Papers Rachel S. Lim University of California San Diego, Joe Gibbs Politz University of California at San Diego, Mia Minnes UC San Diego DOI | ||
12:00 - 13:45 | |||
12:00 1h45mLunch | Lunch Logistics | ||
12:30 60mKeynote | 2023 SIGCSE Award for Lifetime Service to the Computer Science Education Community Hybrid Keynotes Renée McCauley College of Charleston | ||
13:45 - 15:00 | |||
13:45 25mPaper | Cyber Arena: An Open-Source Solution for Scalable Cybersecurity Labs in the CloudIn-Person Papers Philip Huff University of Arkansas at Little Rock, Sandra Leiterman University of Arkansas at Little Rock, Jan Springer University of Arkansas at Little Rock DOI | ||
14:10 25mPaper | Psychometric Evaluation of the Cybersecurity Curriculum AssessmentIn-Person Papers Geoffrey Herman University of Illinois at Urbana-Champaign, Shan Huang University of Illinois at Urbana-Champaign, Peter Peterson University of Minnesota Duluth, Linda Oliva University of Maryland, Baltimore County, Enis Golaszewski University of Maryland, Baltimore County, Alan Sherman University of Maryland, Baltimore County DOI | ||
13:45 - 15:00 | |||
13:45 25mPaper | Challenges, Choice, & Change: Experiences and Reflections From the First Semester of a Technology and Human Futures CourseIn-Person Papers Briana Bettin Michigan Technological University DOI | ||
14:10 25mPaper | Experiences Piloting a Diversity and Inclusion in Computing Innovations CourseIn-Person Papers DOI | ||
14:35 25mPaper | Growing an Accessible and Inclusive Systems Design Course with PlantUMLIn-PersonGlobal Papers Sarah Carruthers Vancouver Island University, Amber Thomas Athabasca University, Liam Kaufman-Willis Vancouver Island University, Aaron Wang Vancouver Island University DOI | ||
13:45 - 15:00 | Computer Science and MathematicsPapers at 713 Chair(s): Christopher Hundhausen Oregon State University, USA | ||
13:45 25mPaper | A Wolf in Lamb’s Clothing: Computer Science in a Mathematics CourseIn-Person Papers Michelle Friend University of Nebraska Omaha, Andrew Swift University of Nebraska at Omaha, Betty Love University of Nebraska at Omaha, Victor Winter University of Nebraska at Omaha DOI | ||
14:10 25mPaper | Leveraging Computational Science Students' Coding Strengths for Mathematics LearningIn-Person Papers Sarah Castle Michigan State University DOI | ||
14:35 25mPaper | Theoretical Computer Science Education from Impossibility and Undecidability Problems in PhysicsIn-PersonGlobal Papers Rafael del Vado Vírseda Universidad Complutense de Madrid DOI | ||
13:45 - 15:00 | |||
13:45 25mPaper | Instructor Perspectives on Prerequisite Courses in ComputingIn-Person Papers Sophia Krause-Levy University of California, San Diego, Adrian Salguero University of California, San Diego, Rachel S. Lim University of California San Diego, Hayden McTavish University of California San Diego, Jelena Trajkovic California State University Long Beach, Leo Porter University of California San Diego, William G. Griswold University of California San Diego DOI | ||
14:10 25mPaper | What is an Algorithms Course? Survey Results of Introductory Undergraduate Algorithms Courses in the U.S.In-Person Papers Michael Luu University of California, Irvine, Matthew Ferland University of Southern California, Varun Nagaraj Rao Princeton University, Arushi Arora University of California, Irvine, Randy Huynh University of California Irvine, Frederick Reiber Boston University, Jennifer Wong-Ma University of California, Irvine, Michael Shindler University of California, Irvine DOI | ||
14:35 25mPaper | What is your biggest pain point? An investigation of CS instructor obstacles, workarounds, and desiresIn-Person Papers Samim Mirhosseini North Carolina State University, Austin Z. Henley Microsoft, Chris Parnin North Carolina State University DOI | ||
13:45 - 15:00 | AI/ML Literacy, Activities, and FairnessPapers at 715 Chair(s): Jill Westerlund University of Alabama | ||
13:45 25mPaper | Developing Machine Learning Algorithm Literacy with Novel Plugged and Unplugged ApproachesK12In-PersonGlobal Papers Ruizhe Ma University of Massachusetts Lowell, Ismaila Temitayo Sanusi University of Eastern Finland, Vaishali Mahipal University of Massachusetts Lowell, Joseph Gonzales University of Massachusetts Lowell, Fred Martin University of Massachusetts Lowell DOI | ||
14:10 25mPaper | Make-a-Thon for Middle School AI EducatorsK12In-Person Papers Daniella Dipaola MIT Media Lab, Katherine S. Moore MIT, Safinah Ali MIT, Beatriz Perret MIT, Xiaofei Zhou University of Rochester, Helen Zhang Boston College, Irene Lee Massachusetts Institute of Technology DOI | ||
14:35 25mPaper | Towards Machine Learning Fairness Education in a Natural Language Processing CourseK12In-Person Papers Samantha Dobesh Western Washington University, Tyler Miller Western Washington University, Pax Newman Western Washington University, Yudong Liu Western Washington University, Yasmine Elglaly Western Washington University DOI | ||
13:45 - 15:00 | K-12: Broadening Participation in ComputingPapers at 801A Chair(s): Sergio Gago-Masague University of California, Irvine | ||
13:45 25mPaper | CompSciConnect: A Multi-Year Summer Program to Broaden Participation in ComputingK12In-Person Papers Kristina Kramarczuk University of Maryland, College Park, David Weintrop University of Maryland, Jandelyn Plane University of Maryland, College Park / Ripon College, Kate Atchison University of Maryland, College Park, Charlotte Avery University of Maryland, College Park DOI | ||
14:10 25mPaper | Confidence is the Key: Unlocking Predictive Factors of Latinx Elementary Students on a Computational Thinking MeasureK12In-PersonGlobal Papers Leiny Garcia University of California, Irvine, Miranda Parker San Diego State University, Santiago Ojeda-Ramirez University of California, Irvine, Mark Warschauer University of California, Irvine DOI | ||
14:35 25mPaper | Describing Elementary Students’ Spheres of Influence in Scratch ‘About me’ ProjectsK12In-Person Papers Santiago Ojeda-Ramirez University of California, Irvine, Jennifer Tsan WestEd, Donna Eatinger University of Chicago, Sharin Jacob University of California, Irvine, Dana Saito-Stehberger University of California, Irvine, Diana Franklin University of Chicago, Mark Warschauer University of California, Irvine DOI | ||
13:45 - 15:00 | |||
13:45 25mPaper | Experiences Teaching Coral Before C++ in CS1In-Person Papers Frank Vahid UC Riverside / zyBooks, Kelly Downey UC Riverside, Lizbeth Areizaga University of California, Riverside, Ashley Pang UC Riverside DOI | ||
14:10 25mPaper | Foundations First: Improving C’s Viability in Introductory Programming Courses with the Debugging C CompilerIn-PersonGlobal Papers Andrew Taylor University of New South Wales, Sydney, Jake Renzella University of New South Wales, Sydney, Alexandra Vassar University of New South Wales, Sydney DOI | ||
14:35 25mPaper | Putting a Context in Context: Investigating the Context of Pencil Puzzles in Multiple Academic EnvironmentsIn-Person Papers Zack Butler Rochester Institute of Technology, Ivona Bezakova Rochester Institute of Technology, Angelina Brilliantova Rochester Institute of Technology (RIT) DOI | ||
15:45 - 17:00 | Integrating Ethics in Computing EducationPapers at 701A Chair(s): Karl Schmitt Trinity Christian College | ||
15:45 25mPaper | Developing Community Support for Computing Ethics Teaching AssistantsIn-Person Papers Robert MacDonald Georgia Tech, Cass Zegura University of California Irvine, Benjamin Shapiro Georgia State University, Jason Borenstein Georgia Tech, Ellen Zegura Georgia Institute of Technology DOI | ||
16:10 25mPaper | Incorporating Ethics in Computing Courses: Barriers, Support, and Perspectives from EducatorsIn-Person Papers Jessie J. Smith University of Colorado, Boulder, Blakeley H. Payne University of Colorado, Boulder, Shamika Klassen University of Colorado, Boulder, Dylan Thomas Doyle University of Colorado, Boulder, Casey Fiesler University of Colorado Boulder DOI | ||
16:35 25mPaper | “This applies to the real world”: Student Perspectives on Integrating Ethics into a Computer Science AssignmentIn-Person Papers Julie Jarzemsky University of Colorado Boulder, Joshua Paup University of Colorado Boulder, Casey Fiesler University of Colorado Boulder DOI | ||
15:45 - 17:00 | |||
15:45 25mPaper | Executable Exams: Taxonomy, Implementation and ProspectsIn-PersonGlobal Papers Chris Bourke University of Nebraska-Lincoln, Yael Erez Technion Israel Institute of Technology, Orit Hazzan Technion—Israel Institute of Technology DOI | ||
16:10 25mPaper | Studying The Impact Of Auto-Graders Giving Immediate Feedback In Programming AssignmentsIn-Person Papers Joydeep Mitra Stony Brook University DOI | ||
16:35 25mPaper | The Programming Exercise Markup Language: Towards Reducing the Effort Needed to Use Automated Grading ToolsIn-Person Papers DOI | ||
15:45 - 17:00 | |||
15:45 25mPaper | A Social Threat Modeling Framework to Structure Teaching about Responsible ComputingIn-Person Papers DOI | ||
16:10 25mPaper | Engagement Models in Education-Oriented H/FOSS ProjectsIn-Person Papers Grant Braught Dickinson College, Steven Huss-Lederman Open Energy Dashboard, Stoney Jackson Western New England University, Wes Turner Rensselaer Polytechnic Institute, Karl Wurst Worcester State University DOI | ||
16:35 25mPaper | Humanitarian applications increase interest and motivation of women in computingIn-Person Papers Lori Postner Nassau Community College, Gregory W. Hislop Drexel University, Philadelphia, PA, USA, Heidi J.C. Ellis Western New England University, Springfield, MA, USA DOI | ||
15:45 - 17:00 | |||
15:45 25mPaper | A Climate-First Approach to Training Student Teaching AssistantsIn-Person Papers DOI | ||
16:10 25mPaper | Teaching Assistant Training: An Adjustable Curriculum for Computing DisciplinesIn-Person Papers DOI | ||
16:35 25mPaper | Student Expectations of Tutors in Computing CoursesIn-Person Papers Rachel S. Lim University of California San Diego, Sophia Krause-Levy University of California, San Diego, Ismael Villegas Molina University of California San Diego, Leo Porter University of California San Diego DOI | ||
15:45 - 17:00 | |||
15:45 25mPaper | Putting Computing on the Table: Using Physical Games to Teach Computer ScienceK12In-Person Papers Jennifer Parham-Mocello Oregon State University, Martin Erwig Oregon State University, Margaret Niess Oregon State University, Jason Weber Oregon State University, Madalyn Smith Oregon State University, Garrett Berliner Oregon State University DOI | ||
16:10 25mPaper | BJC Sparks: A New Functional-First Middle School CS CurriculumK12In-Person Papers Dan Garcia UC Berkeley, Mary Fries EDC, Michael Ball UC Berkeley, Pamela Fox Microsoft, Deanna Gelosi University of Colorado Boulder, Lauren Mock University of California, Berkeley, Della Dastur Stratford San Jose Middle School, Dave Briccetti The Athenian School, Bob Kahn Brentwood School DOI | ||
16:35 25mPaper | Virtual Summer Camp for High School Students with Disabilities -- An Experience ReportK12In-Person Papers Wei Wang University of Texas at San Antonio, USA, Kathy Ewoldt The University of Texas at San Antonio, Mimi Xie The University of Texas at San Antonio, Alberto Mestas-Nunez The University of Texas at San Antonio, Sean Soderman The University of Texas at San Antonio, Jeffrey Wang Keystone School DOI | ||
15:45 - 17:00 | |||
15:45 25mTalk | Discovering and quantifying misconceptions in formal methods using intelligent tutoring systemsIn-PersonGlobal Papers Marko Schmellenkamp Ruhr University Bochum, Alexandra Latys Ruhr University Bochum, Thomas Zeume Ruhr University Bochum DOI | ||
16:10 25mPaper | Efficiency of Learning from Proof Blocks Versus Writing ProofsIn-Person Papers Seth Poulsen University of Illinois at Urbana-Champaign, Yael Gertner University of Illinois Urbana-Champaign, Benjamin Cosman University of California at San Diego, USA, Matthew West University of Illinois at Urbana-Champaign , Geoffrey Herman University of Illinois at Urbana-Champaign DOI | ||
16:35 25mPaper | Using Context-Free Grammars to Scaffold and Automate Feedback in Precise Mathematical WritingIn-Person Papers Jason Xia University of Illinois at Urbana-Champaign, Craig Zilles University of Illinois at Urbana-Champaign DOI | ||
15:45 - 17:00 | Detecting Plagiarism and AI Code GenerationPapers at 801B Chair(s): Lauren Bricker University of Washington | ||
15:45 25mPaper | Impact of Several Low-Effort Cheating-Reduction Methods in a CS1 ClassCCIn-Person Papers Frank Vahid UC Riverside / zyBooks, Kelly Downey UC Riverside, Ashley Pang UC Riverside, Chelsea Gordon Zybooks DOI | ||
16:10 25mPaper | Plagiarism Deterrence in CS1 Through Keystroke DataCCIn-Person Papers Kaden Hart Utah State University, Chad Mano Utah State University, John Edwards Utah State University DOI | ||
16:35 25mPaper | Programming Is Hard - Or at Least It Used to Be: Educational Opportunities And Challenges of AI Code GenerationCCIn-Person Papers Brett Becker University College Dublin, Paul Denny The University of Auckland, James Finnie-Ansley The University of Auckland, Andrew Luxton-Reilly The University of Auckland, James Prather Abilene Christian University, Eddie Antonio Santos University College Dublin DOI | ||
15:45 - 17:00 | Online Authors' Corner 2Papers at Online Authors' Corner Opportunity for attendees to connect with authors for interactive Q&A and discussion | ||
15:45 75mPaper | Evolving a Programming CS2 Course: A Decade-Long Experience ReportOnlineGlobal Papers Nasser Giacaman The University of Auckland, Partha Roop University of Auckland, Valerio Terragni University of Auckland DOI | ||
15:45 75mPaper | Case Study: Mapping an E-Voting Based Curriculum to CSEC2017 Papers Muwei Zheng University of California, Davis, Nathan Swearingen Indiana University–Purdue University Indianapolis, Steven Mills Indiana University–Purdue University Indianapolis, Croix Gyurek Indiana University–Purdue University Indianapolis, Matt Bishop The University of California, Davis, Xukai Zou Indiana University–Purdue University Indianapolis DOI | ||
15:45 75mPaper | Teaching Site Reliability Engineering as a Computer Science ElectiveOnline Papers DOI | ||
15:45 75mPaper | Towards a Validated Self-Efficacy Scale for Data ManagementOnline Papers Wensheng Wu University of Southern California DOI | ||
15:45 75mPaper | A Summer Camp Experience to Engage Middle School Learners in AI through Conversational App DevelopmentK12In-Person Papers Gloria Ashiya Katuka University of Florida, Yvonika Auguste University of Florida, Yukyeong Song University of Florida, Xiaoyi Tian University of Florida, Amit Kumar University of Florida, Mehmet Celepkolu University of Florida, Kristy Elizabeth Boyer University of Florida, Joanne Barrett University of Florida, Maya Israel University of Florida, Tom McKlin The Findings Group DOI | ||
15:45 75mPaper | Attracting Adults to Computer Programming via Hip HopOnline Papers Douglas Lusa Krug Virginia Commonwealth University, Chrystalla Mouza University of Illinois, Urbana-Champaign, W. Monty Jones Virginia Commonwealth University, Taylor Barnett Virginia Commonwealth University, David C. Shepherd Virginia Commonwealth University DOI | ||
15:45 75mPaper | Assessing Peer Correction of SQL and NoSQL QueriesOnline Papers Wensheng Wu University of Southern California DOI | ||
15:45 75mPaper | Use of an Anti-Pattern in CS2: Sequential if Statements with Exclusive ConditionsOnline Papers Sara Nurollahian University of Utah, Matthew Hooper University of Utah, Adriana Salazar University of Utah, Eliane Wiese University of Utah DOI | ||
Fri 17 MarDisplayed time zone: Eastern Time (US & Canada) change
07:30 - 19:30 | |||
08:15 - 09:45 | |||
08:15 30mDay opening | Morning PlenaryHybrid Logistics | ||
08:45 60mKeynote | 2023 SIGCSE Award for Outstanding Contribution to Computer Science Education Hybrid Keynotes Susan Rodger Duke University | ||
10:00 - 17:00 | |||
10:45 - 12:00 | Understanding Programming Error MessagesPapers at 701A Chair(s): Christopher Moretti Princeton University, USA | ||
10:45 25mPaper | First Steps Towards Predicting the Readability of Programming Error MessagesIn-PersonGlobal Papers James Prather Abilene Christian University, Paul Denny The University of Auckland, Brett Becker University College Dublin, Robert Nix Oklahoma Christian University, Brent Reeves Abilene Christian University, Arisoa Randrianasolo Abilene Christian University, Garrett Powell Abilene Christian University DOI | ||
11:10 25mPaper | Scaffolding Progress: How Structured Editors Shape Novice Errors When Transitioning from Blocks to TextIn-PersonGlobal Papers Majeed Kazemitabaar Department of Computer Science, University of Toronto, Viktar Chyhir Department of Computer Science, University of Toronto, David Weintrop University of Maryland, Tovi Grossman University of Toronto DOI | ||
11:35 25mPaper | Using Large Language Models to Enhance Programming Error MessagesIn-PersonGlobal Papers Juho Leinonen The University of Auckland, Arto Hellas Aalto University, Sami Sarsa Aalto University, Brent Reeves Abilene Christian University, Paul Denny The University of Auckland, James Prather Abilene Christian University, Brett Becker University College Dublin DOI | ||
10:45 - 12:00 | SIGCSE Board Online Office HoursLogistics / Demos / Keynotes at 704 Members of the SIGCSE Board will be available to discuss issues with any member of the SIGCSE community. This is a drop-in time where community members are encouraged to come and bring issues facing the SIGCSE community directly to the board. https://app.socio.events/MjA2Nzk/Agenda/280821/Session/790292 | ||
10:45 - 12:00 | |||
10:45 25mPaper | A Flexible Formative/Summative Grading System for Large CoursesIn-Person Papers Albert Lionelle Khoury College of Computer Sciences, Northeastern University, Sudipto Ghosh Colorado State University, USA, Marcia Moraes Colorado State University, Tran Winick Colorado State University, Lindsey Nielsen Colorado State University DOI | ||
11:10 25mPaper | Improving Student Motivation by UngradingIn-Person Papers Scott Spurlock Elon University DOI | ||
11:35 25mPaper | Using Alternative Grading in a Non-Major Algorithms CourseIn-Person Papers Robbie Weber University of Washington DOI | ||
10:45 - 12:00 | |||
10:45 25mPaper | Integrating Ethics into Computer Science Education: Multi-, Inter-, and Transdisciplinary ApproachesCCIn-Person Papers Trystan S. Goetze Harvard University DOI | ||
11:10 25mPaper | Is More Better When Embedding Ethics in CS Courses?CCIn-PersonGlobal Papers Diane Horton University of Toronto, David Liu University of Toronto, Sheila McIlraith University of Toronto, Nina Wang University of Toronto DOI | ||
11:35 25mPaper | Piloting an Interactive Ethics and Responsible Computing Learning Environment in Undergraduate CS CoursesCCIn-Person Papers Francisco Castro New York University and University of Massachusetts Amherst, Sahitya Raipura University of Massachusetts Amherst and Columbia University, Heather Conboy University of Massachusetts, Amherst, Peter Haas University of Massachusetts Amherst, Leon Osterweil University of Massachusetts Amherst, Ivon Arroyo University of Massachusetts Amherst DOI | ||
10:45 - 12:00 | |||
10:45 25mPaper | Centering Minoritized Students’ Perspectives: What Makes CS Learning Consequential K12In-Person Papers Wei Wei University of California, Los Angeles, Jean Ryoo UCLA Computer Science Equity Project, Alicia Morris Los Angeles Unified School District DOI | ||
11:10 25mPaper | Defining a “Computer Science Person” and the Pedagogical Practices Supporting Positive Identification for Minoritized YouthK12In-Person Papers DOI | ||
11:35 25mPaper | “I Can Do That Too”: Factors Influencing a Sense of Belonging for Females in High School Computer Science ClassroomsK12In-PersonGlobal Papers Jesse Moya Siena College, Robin Flatland Siena College, James Matthews Siena College, Pauline White Siena College, Stacey Hansen University at Albany, MaryAnne Egan Siena College DOI | ||
10:45 - 12:00 | |||
10:45 25mPaper | An Undergraduate Consortium for Addressing the Leaky Pipeline to Computing ResearchMSIIn-Person Papers DOI | ||
11:10 25mPaper | Empowering First-Year Computer Science Ph.D. Students to Create a Culture that Values Community and Mental HealthIn-PersonGlobal Papers DOI | ||
11:35 25mPaper | Research Experience for Graduate Students (REGS): The Evolution of Computing Education Projects and Creation of a Virtual CommunityIn-Person Papers Stephanie Lunn Florida International University, Maíra Marques Samary , Alan Peterfreund SageFox Consulting Group DOI | ||
13:45 - 15:00 | |||
13:45 25mPaper | Accurate Estimation of Time-on-Task While ProgrammingIn-Person Papers Kaden Hart Utah State University, Christopher Warren Utah State University, John Edwards Utah State University DOI | ||
14:10 25mPaper | Providing a Choice of Time Trackers on Online AssessmentsIn-Person Papers Robbie Hott University of Virginia, Nada Basit University of Virginia, Ziyao Gao University of Virginia, Ella Truslow University of Virginia, Nour Goulmamine University of Virginia DOI | ||
14:35 25mPaper | Understanding and Measuring Incremental Development in CS1In-Person Papers Anshul Shah University of California, San Diego, Michael Granado University of California, San Diego, Leo Porter University of California San Diego, William Griswold UC San Diego, Adalbert Gerald Soosai Raj University of California, San Diego DOI | ||
13:45 - 15:00 | Collaborative and Peer-Led TeamworkPapers at 701B Chair(s): Bill Siever Washington University in St. Louis | ||
13:45 25mPaper | Teamwork in CS1: Student Learning and Experience with POGILCCIn-Person Papers Helen Hu Westminster College, Aman Yadav Michigan State University, Donna Gavin University of Wisconsin - Platteville, Clifton Kussmaul Green Mango Associates, LLC, Chris Mayfield James Madison University DOI | ||
14:10 25mPaper | An Authentic Peer-Led Team Learning Program for Community Colleges: A Recruitment, Retention, and Completion Instrument for Face-to-Face and Online ModalityCCIn-Person Papers Christian Servin El Paso Community College, Myshie Pagel El Paso Community College, Ernest Webb El Paso Community College DOI | ||
14:35 25mPaper | Investigating Reflection in Undergraduate Software Development Teams: An Analysis of Online Chat TranscriptsCCIn-Person Papers Christopher Hundhausen Oregon State University, USA, Phillip Conrad University of California, Santa Barbara, Olusola Adesope Washington State University, Ahsun Tariq Oregon State University, Samir Sbai Washington State University, Andrew Lu University of California, Santa Barbara DOI | ||
13:45 - 15:00 | Assessing and Predicting Student PerformancePapers at 713 Chair(s): Rafa Absar Metro State University | ||
13:45 25mPaper | Identifying different student clusters in functional programming assignments: From quick learners to struggling studentsIn-PersonGlobal Papers Chuqin Geng McGill University, Wenwen Xu McGill University, Yingjie Xu McGill University, Brigitte Pientka McGill University, Xujie Si McGill University, Canada DOI | ||
14:10 25mPaper | Investigating the Effects of Testing Frequency on Programming Performance and Students' BehaviorIn-Person Papers David Smith University of Illinois at Urbana-Champaign, Chinny Emeka University of Illinois at Urbana-Champaign, Max Fowler University of Illinois, Matthew West University of Illinois at Urbana-Champaign , Craig Zilles University of Illinois at Urbana-Champaign DOI | ||
14:35 25mPaper | Ultra-Lightweight Early Prediction of At-Risk Students in CS1In-Person Papers Chelsea Gordon Zybooks, Stanley Zhao University of California, Riverside, Frank Vahid UC Riverside / zyBooks DOI | ||
13:45 - 15:00 | |||
13:45 25mPaper | How do Teaching Practices and Use of Software Features Relate to Computer Science Student Belonging in Synchronous Remote Learning Environments?In-Person Papers DOI | ||
14:10 25mPaper | Moving a Bootcamp-Style Computer Science Programme Online: An Experience ReportIn-PersonGlobal Papers Andrew Meads University of Auckland, Yu-Cheng Tu The University of Auckland, Gill Dobbie The University of Auckland DOI | ||
13:45 - 15:00 | |||
13:45 25mPaper | It's Never too Early to Learn About Code Quality: A Longitudinal Study of Code Quality in First-year Computer Science StudentsIn-PersonGlobal Papers Linus Östlund KTH Royal Institute of Technology, Niklas Wicklund KTH Royal Institute of Technology, Richard Glassey KTH Royal Institute of Technology DOI | ||
14:10 25mPaper | Eastwood-Tidy: C Linting for Automated Code Style Assessment in Programming CoursesIn-Person Papers Rowan Hart Purdue University, Brian Hays Purdue University, Connor McMillin Purdue University, El Kindi Rezig Massachusetts Institute of Technology, Gustavo Rodriguez-Rivera Purdue University, Jeffrey Turkstra Purdue University DOI | ||
14:35 25mPaper | Time-constrained Code Recall Tasks for Monitoring the Development of Programming PlansIn-PersonGlobal Papers DOI | ||
13:45 - 15:00 | |||
13:45 25mPaper | Community-driven Course and Tool Development for CS1In-PersonGlobal Papers Boyd Anderson National University of Singapore, Martin Henz National University of Singapore, Kok-Lim Low National University of Singapore DOI | ||
14:10 25mPaper | How Do I Get People to Use My Ideas? Lessons from Successful Innovators in CS EducationIn-Person Papers Christopher Lynnly Hovey NCWIT | University of Colorado Boulder, David Bunde Knox College, Zack Butler Rochester Institute of Technology, Cynthia Taylor Oberlin College DOI | ||
14:35 25mPaper | Inter-institutional Resource Sharing in Undergraduate HPC Education: Interviews with University AdministratorsIn-Person Papers Abhimanyu Ghosh University of Wisconsin-Stout, William Kunkel University of Wisconsin-Madison, Anthony Varghese University of Wisconsin-River Falls, Ying Ma University of Wisconsin-Eau Claire, Rahul Gomes University of Wisconsin-Eau Claire, Sudeep Bhattacharyya University of Wisconsin-Eau Claire, Molly Mohr University of Wisconsin-Eau Claire, Isabella Doss University of Wisconsin-Eau Claire, Jordan Hebert University of Wisconsin-Eau Claire DOI | ||
13:45 - 15:00 | Online Authors' Corner 3Papers at Online Authors' Corner Opportunity for attendees to connect with authors and winner of the 2023 SIGCSE Award for Outstanding Contribution to Computer Science Education and Keynote Speaker Dr Susan Rodger for interactive Q&A and discussion | ||
13:45 75mPaper | Desired Qualifications Sought in Entry Level Software EngineersOnline Papers Sid Stamm Rose-Hulman Institute of Technology DOI | ||
13:45 75mPaper | CS-JEDI: Required DEI Education, by CS PhD Students, for CS PhD StudentsMSIIn-Person Papers Bailey Flanigan Carnegie Mellon University, Ananya Joshi Carnegie Mellon University, Sara McAllister Carnegie Mellon University, Catalina Vajiac Carnegie Mellon University DOI | ||
13:45 75mPaper | Mind the Gap: the Illusion of Skill Acquisition in Computational ThinkingOnline Papers DOI | ||
13:45 75mPaper | Experience Report on Using WeBWorK in Teaching Discrete MathematicsOnline Papers Lijuan Cao University of North Carolina Charlotte, Michael Grabchak University of North Carolina Charlotte DOI | ||
13:45 75mPaper | A Cloud-Based Technology for Conducting In-class Exercises in Data Science and Machine Learning CoursesOnline Papers DOI | ||
13:45 75mPaper | Generation of Code Tracing Problems From Open-Source CodeOnlineGlobal Papers Oleg Sychev Volgograd State Technical University, Artem Prokudin Volgograd State Technical University, Mikhail Denisov Volgograd State Technical University DOI | ||
15:45 - 17:00 | |||
15:45 25mPaper | Implementation and Evaluation of Technical Interview Preparation Activities in a Data Structures and Algorithms CourseIn-Person Papers Amanpreet Kapoor University of Florida, USA, Sajani Panchal University of Florida, Christina Gardner-McCune Herbert Wertheim College of Engineering, University of Florida, Gainesville, FL, USA DOI | ||
16:10 25mPaper | Prior Programming Experience: A Persistent Performance Gap in CS1 and CS2In-PersonGlobal Papers Giang Bui University of Toronto Mississauga, Naaz Sibia University of Toronto Mississauga, Angela Zavaleta Bernuy University of Toronto, Michael Liut University of Toronto Mississauga, Andrew Petersen University of Toronto DOI | ||
16:35 25mPaper | Replication and Expansion Study on Factors Influencing Student Performance in CS2In-Person Papers DOI | ||
15:45 - 17:00 | |||
15:45 25mPaper | Draw a Computing Student: Facilitating Semi-Structured Interviews Through DrawingK12In-PersonGlobal Papers Elliot Varoy The University of Auckland, Nasser Giacaman The University of Auckland, Andrew Luxton-Reilly The University of Auckland, Kerry Lee University of Auckland DOI | ||
16:10 25mPaper | How K-12 CS Teachers Conceptualize CS Ethics: Future Opportunities and Barriers to Ethics Integration in K-12 CSK12In-Person Papers DOI | ||
16:35 25mPaper | The Role of Spatial Orientation in Diagram Design for Computational Thinking Development in K-8 TeachersK12In-Person Papers Jean Salac University of Washington, Seattle, Donna Eatinger University of Chicago, Diana Franklin University of Chicago DOI | ||
15:45 - 17:00 | SIGCSE Board Online Office HoursLogistics / Demos / Keynotes at 704 Members of the SIGCSE Board will be available to discuss issues with any member of the SIGCSE community. This is a drop-in time where community members are encouraged to come and bring issues facing the SIGCSE community directly to the board. https://app.socio.events/MjA2Nzk/Agenda/280821/Session/790292 | ||
15:45 - 17:00 | |||
15:45 25mPaper | Analysis of Novices’ Web-Based Help-Seeking Behavior While ProgrammingIn-Person Papers James Skripchuk North Carolina State University, Neil Bennett North Carolina State University, Jeffrey Zheng University of Pittsburgh, Eric Li North Carolina State University, Thomas Price North Carolina State University DOI | ||
16:10 25mPaper | Using Near-Peer Interviews to Support English Language LearnersIn-PersonGlobal Papers Oluwakemi Ola University of British Columbia DOI | ||
16:35 25mPaper | What Drives Students to Office Hours: Individual Differences and SimilaritiesIn-Person Papers DOI | ||
15:45 - 17:00 | |||
15:45 25mPaper | Computing Specializations: Perceptions of AI and Cybersecurity Among CS StudentsIn-Person Papers Vidushi Ojha University of Illinois at Urbana-Champaign, Christopher Perdriau University of Illinois at Urbana-Champaign, Brent Lagesse University of Washington Bothell, Colleen M. Lewis University of Illinois at Urbana-Champaign DOI | ||
16:10 25mPaper | Towards Finding the Missing Pieces to Teach Secure Programming Skills to StudentsIn-Person Papers Majed Almansoori University of Wisconsin-Madison, Jessica Lam University of California, San Diego, Elias Fang University of California, San Diego, Adalbert Gerald Soosai Raj University of California, San Diego, Rahul Chatterjee University of Wisconsin-Madison DOI | ||
16:35 25mPaper | Cybersecurity Education in the Age of AI: Integrating AI Learning into Cybersecurity High School CurriculaK12In-Person Papers Shuchi Grover Looking Glass Ventures / Stanford University, Brian Broll Vanderbilt University, Derek Babb University of Nebraska Omaha DOI | ||
15:45 - 17:00 | |||
15:45 25mPaper | Reflections of Cybersecurity Workshop for K-12 TeachersK12In-Person Papers Chad Mourning Ohio University, Harsha Chenji Ohio University, Allyson Hallman-Thrasher Ohio University, Savas Kaya Ohio University, Nasseef Abukamail Ohio University, David Juedes Ohio University, School of EECS, Avinash Karanth Ohio University DOI | ||
16:10 25mPaper | Measuring Teacher Growth Based on the CSTA K-12 Standards for CS TeachersK12In-Person Papers Monica McGill CSEdResearch.org, Amanda Bell CSTA, Jake Baskin Computer Science Teachers Association, Anni Reinking CSEdResearch.org, Monica Sweet University of California San Diego CREATE DOI | ||
16:35 25mPaper | K-12 Teacher Experiences from Online Professional Development for Teaching APCSAK12In-Person Papers Nicole Shanley The University of North Carolina at Charlotte, Manuel A. Pérez-Quiñones University of North Carolina Charlotte, Florence Martin North Carolina State University, David Pugalee The University of North Carolina at Charlotte, Lynn Ahlgrim-Delzell The University of North Carolina at Charlotte, Ellen Hart North Carolina Virtual Public School DOI | ||
19:00 - 22:00 | |||
19:00 3hOther | Game Night!In-Person Logistics | ||
19:00 - 19:45 | Online Authors' Corner 4Papers at Online Authors' Corner Opportunity for attendees to connect with authors for interactive Q&A and discussion | ||
19:00 45mPaper | Exploring the Impact of Cognitive Awareness Scaffolding for Debugging in an Introductory Programming ClassOnline Papers Jiwon Lee California Polytechnic State University, Ayaan M. Kazerouni California Polytechnic State University, San Luis Obispo, Christopher Siu California Polytechnic State University, Theresa Migler California Polytechnic State University DOI | ||
19:00 45mPaper | Detecting the Reasons for Program Decomposition in CS1 and Evaluating Their ImpactOnline Papers Charis Charitsis Stanford University, Chris Piech Stanford University, John C. Mitchell Stanford University DOI | ||
19:00 45mPaper | Integrating Accessibility in a Mobile App Development CourseOnline Papers Jaskaran Singh Bhatia BITS Pilani KK Birla Goa Campus, Parthasarathy PD BITS Pilani KK Birla Goa Campus, Snigdha Tiwari BITS Pilani KK Birla Goa Campus, Dhruv Nagpal BITS Pilani KK Birla Goa Campus, Swaroop Joshi BITS Pilani Goa campus DOI | ||
19:00 45mPaper | G is for Generalisation: Predicting Student Success from KeystrokesOnline Papers Zac Pullar-Strecker The University of Auckland, Filipe Dwan Pereira Federal University of Roraima, Paul Denny The University of Auckland, Andrew Luxton-Reilly The University of Auckland, Juho Leinonen The University of Auckland DOI | ||
19:00 45mPaper | Gaming together, coding together: Collaborative pathways to computational learningOnline Papers Brianna Dym University of Maine, Cole Rockwood University of Colorado Boulder, Casey Fiesler University of Colorado Boulder DOI | ||
Sat 18 MarDisplayed time zone: Eastern Time (US & Canada) change
07:30 - 10:45 | |||
08:30 - 09:45 | |||
08:30 25mPaper | A’s for All (as Time and Interest Allow)In-PersonGlobal Papers Dan Garcia UC Berkeley, Armando Fox UC Berkeley, Craig Zilles University of Illinois at Urbana-Champaign, Matthew West University of Illinois at Urbana-Champaign , Mariana Silva University of Illinois at Urbana Champaign, Neal Terrell CSU Long Beach, Solomon Russell El Camino College, Edwin Ambrosio El Camino College, Fuzail Shakir UC Berkeley DOI | ||
08:55 25mPaper | Mastery Learning with Specs Grading for Programming Courses In-Person Papers DOI | ||
09:20 25mPaper | Who Attempts Optional Practice Problems in a CS1 Course? Exploring Learner Agency to Foster Mastery LearningIn-Person Papers Ashish Aggarwal University of Florida, Neelima Puthanveetil University of Florida, Christina Gardner-McCune Herbert Wertheim College of Engineering, University of Florida, Gainesville, FL, USA DOI | ||
08:30 - 09:45 | |||
08:30 25mPaper | Do Intentions to Persist Predict Short-Term Computing Course Enrollments? A Scale Development, Validation, and Reliability AnalysisIn-Person Papers Rachel Harred NCSU, Tiffany Barnes North Carolina State University, Susan Fisk Kent State University, Bita Akram North Carolina State University, Thomas Price North Carolina State University, Spencer Yoder North Carolina State University DOI | ||
08:55 25mPaper | Goal-Congruity Theory Predicts Students’ Sense of Belonging in Computing Across Racial/Ethnic GroupsIn-Person Papers Kathleen Isenegger University of Illinois at Urbana-Champaign, Kari George University of Illinois at Urbana-Champaign, Paul Bruno University of Illinois at Urbana-Champaign, Colleen M. Lewis University of Illinois at Urbana-Champaign DOI | ||
09:20 25mPaper | Critical Pedagogy in Practice in the Computing ClassroomIn-PersonGlobal Papers DOI | ||
08:30 - 09:45 | CS Education: Looking Back and ForwardPapers at 713 Chair(s): Adam Gaweda North Carolina State University | ||
08:30 25mPaper | Artificial Intelligence Literacy Research Field: A Bibliometric Analysis from 1989 to 2021In-PersonGlobal Papers Kamilla Tenório Freie Universität Berlin, Viktoriya Olari Freie Universität Berlin, Margarita Chikobava German Research Centre for Artificial Intelligence, Ralf Romeike Freie Universität Berlin DOI | ||
08:55 25mPaper | Computing Education Research as a Translational TransdisciplineIn-PersonGlobal Papers Evan Cole Vrije Universiteit Brussel, Yoshi Malaise Vrije Universiteit Brussel, Beat Signer Vrije Universiteit Brussel DOI | ||
09:20 25mPaper | Decolonising Computer Science Education - A Global PerspectiveK12In-PersonGlobal Papers Mawera Karetai Te Whare Wananga o Awanuiarangi, Samuel Mann Otago Polytechnic, Dhammika (Dave) Guruge Otago Polytechnic, Sherlock A. Licorish University of Otago, Alison Clear EIT DOI | ||
08:30 - 09:45 | K-12 Collaboration and Perceptions of ComputingPapers at 714 Chair(s): Jennifer Rosato College of St. Scholastica | ||
08:30 25mPaper | Community Embedded Computing Education: Shaping Young People’s Perceptions of Self-confidence and Personal Expression with Computer Science in a Youth Boxing GymK12In-Person Papers Michael Lachney Michigan State University, Aman Yadav Michigan State University, Matt Drazin Michigan State University, Briana Green Michigan State University DOI | ||
08:55 25mPaper | Increasing School Counselor Awareness of Computer ScienceK12In-Person Papers Wendy Chi National Center for Women and Information Technology, Patricia Morreale Kean University, Jean Chu Kean Univeristy DOI | ||
09:20 25mPaper | Intertwined: Enhancing K-12 Pair Programming Engagement Using Real-Time Collaboration with TwineK12In-Person Papers DOI | ||
08:30 - 09:45 | |||
08:30 25mPaper | Alumni as Teachers and Mentors for CS 1 Students: Solving the Staffing Shortage and Students' Reflections about Career and College AdviceCCIn-Person Papers Tammy Vandegrift University of Portland DOI | ||
08:55 25mPaper | Storyteller: Guiding Students Through Code ExamplesCCIn-Person Papers Mark Mahoney Carthage College DOI | ||
09:20 25mPaper | Conversing with Copilot: Exploring Prompt Engineering for Solving CS1 Problems using Natural LanguageCCIn-PersonGlobal Papers Paul Denny The University of Auckland, Viraj Kumar Indian Institute of Science, Nasser Giacaman The University of Auckland DOI | ||
08:30 - 09:45 | Quantum Computing Curriculum and CoursesPapers at 801B Chair(s): Daniel Cliburn University of the Pacific | ||
08:30 25mPaper | Qupcakery: A Puzzle Game that Introduces Quantum Gates to Young LearnersK12In-Person Papers Tianle Liu University of Chicago, David Gonzalez-Maldonado University of Chicago, Danielle Harlow University of California at Santa Barbara, Emily Edwards University of Illinois Urbana-Champaign, Diana Franklin University of Chicago DOI | ||
08:55 25mPaper | On the Design and Implementation of a Quantum Architectures Knowledge Unit for a CS CurriculumK12In-PersonGlobal Papers Dan-Adrian German Indiana University Bloomington, Marcelo Pias Federal University of Rio Grande, Qiao Xiang Xiamen University DOI | ||
09:20 25mPaper | Introduction to Quantum Computing for Everyone: Experience ReportK12In-Person Papers DOI | ||
08:30 - 10:30 | |||
Accepted Papers
Deadlines and Submission
Papers submitted to SIGCSE TS 2023 follow a two-step submission process. The first step requires that authors submit all paper metadata and a plain text abstract in EasyChair no later than Friday, August 12, 2022. This data is used to allow reviewers to bid on potential papers to maximize the match of reviewer expertise to paper content. To help the bidding and reviewing process, please submit an abstract that is as close to the finished version as possible. The Program Chairs reserve the right to desk reject abstracts that do not contain content that can help a reviewer during bidding.
The second step of the paper submission process is to upload the final anonymized PDF of the full paper for review. This must be completed no later than Friday, August 19, 2022. Authors who fail to submit an abstract by the first deadline will not be permitted to submit a full PDF.
Important Dates
| Abstract Due Date | Friday, August 12, 2022 |
| Abstract Due Time | 23:59 AoE (Anywhere on Earth, UTC-12h) |
| Full Paper Due Date | Friday, August 19, 2022 |
| Full Paper Due Time | 23:59 AoE (Anywhere on Earth, UTC-12h) |
| Submission Limits | 6 pages + 1 page only for references |
| Notification to Authors | (tentative) Monday, October 3, 2022 |
| Submission Link | https://easychair.org/conferences/?conf=sigcsets2023 |
Topics
The SIGCSE Technical Symposium invites submissions addressing a wide range of topics in the domain of computing education for learners of all ages. When submitting a paper, authors will be asked to select between 3 and 7 topics from the list below as part of the submission metadata. Topics are arranged into the following groups:
- Computing Topics: These topics relate to different content areas within computing education.
- Education and Experience Topics: These topics relate to different pedagogical concerns in the teaching and learning of computing.
- Methods Topics: These topics allow authors to identify specific research methods applied in their work as applicable.
- Curriculum Topics: These topics address different programmatic themes.
Computing Topics
- Accessibility
- Algorithms
- Architecture/Hardware
- Artificial Intelligence/Machine Learning
- Compilers/Programming Languages
- Computers and Society
- Cyber Security
- Data Science
- Data Structures
- Database/Data Mining
- Discrete Mathematics
- Distributed/Parallel Computing/HPC
- Ethics
- Games
- Graphics/Visualization
- History of Computing
- Human-Computer Interaction
- Information Systems
- Information Technology
- Mobile Apps
- Multimedia
- Networking
- Object-oriented Issues
- Open Hardware
- Open Source Software
- Operating Systems
- Privacy/Security
- Programming
- Real-Time/Embedded Systems
- Robotics
- Software Engineering
- Theory
- Web-Based Technology
Education and Experience Topics
- Active Learning
- API and Library
- Assessment
- Classroom Management
- Communication Skills
- Computational Thinking
- Course Management Systems
- Gender and Diversity
- Graduate Instruction
- Instructional Technologies
- K-12 Instruction
- Laboratory Experience
- Learning Environment
- Managing Enrollment Growth
- Outreach
- Problem Solving
- Teamwork and Collaboration
- Tools and Tool Use
- Undergraduate Instruction
Methods Topics
- Case Study
- Descriptive
- Experience Report
- Experimental
- Mixed Methods
- Qualitative
- Quantitative
- Quasi-Experimental
- Survey
Curriculum Topics
- ABET and Accreditation
- ACM and IEEE-CS Curricula
- AP Computer Science A Course/Exam
- AP Computer Science Principles Course/Exam
- AP/IB Courses & Curriculum
- Capstone Courses
- CS1/CS2
- Curriculum Addressing Gender and Diversity
- Curriculum Issues
- Distance/Online Education
- Faculty Development
- Graduate Studies
- HS Teacher Development
- Internships and Co-ops
- K-12 Curriculum
- New Degree Initiatives
- New Interdisciplinary Programs (CS + X)
- Non-majors
- Non-traditional Students
- Professional Practice
- Undergraduate Research
- Undergraduate Studies
Instructions for Authors
Abstracts
All papers must have a plain-text abstract of up to 250 words. Abstracts should not contain subheadings or citations. The abstract should be submitted in EasyChair along with paper metadata, and it should be included in the PDF version of the full paper at the appropriate location.
Submission Templates
SIGCSE TS 2023 is not participating in the new ACM workflow, template, and production system. All paper submissions must be in English and formatted using the 2-column ACM SIG Conference Proceedings format and US letter size pages (8.5x11 inch or 215.9 x 279.4mm).
Page Limits: Papers are limited to a maximum of 6 pages of body content (including all titles, author information, abstract, main text, tables and illustrations, acknowledgements, and supplemental material). One additional page may be included which contains only references. If included, appendix materials MUST NOT be present on the optional references page.
MS Word Authors: Please use the interim Word template provided by ACM. NOTE: For anonymized submissions, space should be reserved so that each author can be defined separately for accurate metadata identification. Multiple authors may share one affiliation. Include space for authors’ e-mail addresses whenever possible on separate lines. Grouping authors’ names or e-mail addresses, or providing an ‘e-mail alias’ is not acceptable, e.g., {anon1,anon2,anon3}@university.edu or firstname.lastname@college.org
LaTeX Authors:
- Overleaf provides a suitable two-column sig conference proceedings template.
- Other LaTeX users may alternatively use the ACM Primary template, adding the “
sigconf” format option in thedocumentclassto obtain the 2-column format. - NOTE: The default LaTeX template text shows appendix materials following the references. SIGCSE TS 2023 does not permit appendices on the optional page allotted for references. Authors must include all relevant content within the 6 body pages of the paper.
At the time of submission all papers should include space for all anonymized author information, an abstract, keywords, CCS Concepts, placeholders for the ACM Reference Format and copyright blocks, and references. Papers that do not adhere to page limits or formatting requirements will be desk rejected without review.
Accessibility: SIGCSE TS 2023 authors are strongly encouraged to prepare submissions using these templates in such a manner that the content is widely accessible to potential reviewers, track chairs, and readers. Please see these resources for preparing an accessible submission.
Double Anonymized Review
Authors must submit ONLY an anonymized version of the paper. The goal of the anonymized version is to, as much as possible, provide the author(s) of the paper with an unbiased review. The anonymized version should have ALL mentions of the authors removed (including author’s names and affiliation plus identifying information within the body of the paper such as websites or related publications). However, authors are reminded to leave sufficient space in the submitted manuscripts to accommodate author information either at the beginning or end of the paper. LaTeX/Overleaf users are welcome to use the anonymous option, but are reminded that sufficient room must exist in the 6 body pages to include all author blocks when that option is removed. Authors may choose to use placeholder text in the author information block, but we encourage authors to use obviously anonymized placeholders like “Author 1”, “Affiliation 1”, etc.
Self-citations need not be removed if they are worded so that the reviewer doesn’t know if the writer is citing themselves. That is, instead of writing “We reported on our first experiment in 2017 in a previous paper [1]”, the writer might write “In 2017, an initial experiment was done in this area as reported in [1].
Submissions to the Papers tracks are reviewed with the dual-anonymous review process. The reviewers and meta-reviewers (i.e. associate program chairs or APCs) are unaware of the author identities, and reviewers and APCs are anonymous to each other and to the authors.
The reviewing process includes a discussion phase after initial reviews have been posted. During this time, the reviewers and APC can examine all reviews and privately discuss the strengths and weaknesses of the work in an anonymous manner through EasyChair. Following discussion, the APC shall draft a meta-review that holistically captures the group position on the paper, incorporating views raised in the reviews and during the discussion phase.
The SIGCSE TS 2023 review process does not have a rebuttal period for authors to respond to comments, and all acceptance decisions are final.
ACM Policies
By submitting your article to an ACM Publication, you are hereby acknowledging that you and your co-authors are subject to all ACM Publications Policies, including ACM’s new Publications Policy on Research Involving Human Participants and Subjects (https://www.acm.org/publications/policies/research-involving-human-participants-and-subjects). Alleged violations of this policy or any ACM Publications Policy will be investigated by ACM and may result in a full retraction of your paper, in addition to other potential penalties, as per ACM Publications Policy.
Please ensure that you and your co-authors obtain an ORCID ID (https://orcid.org/register), so you can complete the publishing process for your accepted paper. ACM has been involved in ORCID from the start and we have recently made a commitment to collect ORCID IDs from all of our published authors (https://authors.acm.org/author-resources/orcid-faqs). The collection process has started and will roll out as a requirement throughout 2022. We are committed to improve author discoverability, ensure proper attribution and contribute to ongoing community efforts around name normalization; your ORCID ID will help in these efforts.
Post-Acceptance and Presentation Information
Presentation Modality: Due Oct 14, 2022
Authors for all accepted papers must select a mode for presenting at the symposium (online or in-person). The first corresponding author on each paper should receive a Qualtrics survey by email shortly after acceptance notifications are sent. This survey should be completed only once per accepted paper.
Presentation modality selection is required by October 14, 2022. If authors do not submit a modality choice by the deadline, the paper will default to online presentation modality and will not be assigned to an in-person session.
Addendum (January 2023): As SIGCSE TS 2023 is a hybrid conference, a pre-recorded 20-minute video is required for each paper for remote attendees to view. An e-mail notification on how to submit the video has been sent out to all accepted papers’ authors. See also below for Video Presentations.
Registration: Tentatively Starts Nov 1, 2022
Information about registration, lodging, and international travel to Canada can be found here https://sigcse2023.sigcse.org/venue/sigcse-ts-2023-venue
In order for your paper to be presented at the symposium and included in the proceedings, at least one author must register for the conference. Please let us know immediately if you or your co-authors are unable to present your paper at the symposium so we can withdraw it.
Camera-Ready: Due Dec 14 2022
Authors should carefully consider the reviews when preparing final CAMERA-READY submissions. A camera-ready PDF must be submitted to Sheridan Communications for inclusion in the conference proceedings.
- Authors can find initial instructions for preparing final camera-ready documents here: http://www.scomminc.com/pp/acmsig/sigcse2023.htm
- We also remind authors to review the accessibility tips to ensure the symposium content is widely usable for all parties.
Video Presentations: Tentatively Due Jan 2022
For SIGCSE TS 2023, authors of all accepted papers will be REQUIRED to submit a pre-recorded 20-minute video presentation for the symposium’s online WebEx conference platform. OPTIONALLY, the ACM Digital Library allows authors to provide a video to be archived to accompany the PDF in the conference proceedings. Authors may use two different videos or the same video for both purposes (SIGCSE TS 2023 and ACM DL).
Authors opting to provide the OPTIONAL video for the ACM DL as described in the camera-ready instructions, must check “YES” for being recorded on the ACM rights review form. If that option is not checked, the video will not be included in the ACM DL. Those who check “YES” will be asked to provide a video file for the ACM DL for the conference proceedings.
Presentation Details
More information will be posted here about preparing for in-person and online presentation as it becomes available.
Please check out the tab Online Authors’ Corner and Instructions.
Online Authors' Corner and Instructions
Authors’ Corner is an interactive session intended for attendees (both in-person and online) to have an opportunity to ask questions about and discuss online papers with their authors.
- Authors of online papers will sign up for one Authors’ Corner session, and the session details and authors present will be included in the conference program.
- Attendees are encouraged to watch the video recordings of papers prior to attending. Authors will not be presenting their papers in these sessions. However, we do recommend authors have a very short (i.e. 30 seconds) “elevator pitch” of their paper, for attendees who have not yet watched the video.
- Authors with more than one online paper can attend one session for all papers.
Instructions
Authors’ Corner will be held in Zoom, using breakout rooms to allow participants to easily move around to talk with different authors about their work. Links to the Zoom rooms can be found on Webex Events (formerly Socio). On Zoom, you will find information about which breakout room to join. There will be volunteers on hand to help you get to the right room.
You will be assigned to a breakout room along with the authors of 1-2 other papers. Where possible, we aim to put you with authors of related papers (much like an in-person paper session). Your assigned room is your starting point, and where we will direct participants to go to discuss your paper. However, if there are too many people in the breakout room for everyone to participate meaningfully in the discussion, we encourage you to move to an extra room to continue your conversation. Authors and participants will have the ability to move themselves between rooms.
Authors are encouraged to arrive 5 minutes before the session begins to ensure you are ready for participants to arrive.
Within each breakout room, authors have some flexibility on how the session will operate. Our suggested format is to have each paper give a very short (up to 30 seconds maximum) pitch, followed by questions from participants using audio or the Zoom chat. We encourage all participants to watch the paper videos in advance. However, you will likely have at least some participants who have not seen your video.
We ask that all authors and participants in Authors’ Corner be mindful of sharing the “air time” during the session. Please pay attention to how much you find yourself speaking. If you and a subset of the people in your room want to continue a conversation that does not involve the other authors, please relocate to one of the extra rooms. The Zoom host will be able to help participants find you, even if you are not in your assigned breakout room.
For instructions on moving between breakout rooms in Zoom, see the section “How to self-select a breakout room” (https://support.zoom.us/hc/en-us/articles/115005769646-Participating-in-breakout-rooms).
FAQ
Q: Can multiple authors of the same paper attend the Authors’ Corner?
A: Yes! Co-authors are welcome to attend as long as they are registered with the conference.
Q: Can authors move to another breakout room to talk to the author of another paper?
A: Yes. If you have a co-author also attending, it would be best if they could stay in your assigned room. However, the Zoom host will be able to help participants find you if needed.
Q: Can authors screen share in Authors’ Corner?
A: Yes, you will be able to. However, we recommend that if you want to share your screen for more than a minute or so, please move to an extra room with the people you are in conversation with.
Resources
Selecting a Track
There are many resources for writing high quality papers for submission to the SIGCSE Technical Symposium. We encourage authors to read and evaluate papers from a prior SIGCSE Technical Symposium, especially those designated as best papers, which were selected both due to content and high quality reporting. Authors will also likely find the paper review guidelines beneficial for identifying how reviewers will assess papers for each track. Below, we list additional resources that you may find useful as you write your papers, especially computing education research papers.
- Writing a research question (csedresearch.org)
- Reporting Tips (csedresearch.org)
- Checklist for Research Articles (csedresearch.org)](https://csedresearch.org/reviewing-articles/)
- Evaluation Instruments (csedresearch.org)
What’s the difference between a research paper and an experience report? (Amy Ko)
Language Editing Assistance
ACM has partnered with International Science Editing (ISE) to provide language editing services to ACM authors. ISE offers a comprehensive range of services for authors including standard and premium English language editing, as well as illustration and translation services. Editing services are at author expense and do not guarantee publication of a manuscript.
Instructions for Reviewers
SIGCSE Technical Symposium papers are reviewed using a dual-anonymous review process (see below) managed through EasyChair. There are four phases to the review process: bid, review, discussion, and recommendation. In addition to the Program Co-Chairs, two other types of volunteers contribute to this process:
- Reviewers provide high-quality reviews for submissions to provide authors with feedback so they may improve their work for presentation or future submission.
- Associate Program Chairs (APCs) meta-review each paper and provide a recommendation and feedback to the Program Chairs.
Each paper submission will receive 3 reviews and a meta-review.
All reviews are submitted through EasyChair. Reviewers are considered “Ordinary PC members” in EasyChair. APCs are considered “Senior PC members” in EasyChair.
Review Timeline
| Reviewing Phase | Start Date | End Date |
|---|---|---|
| Bidding | Saturday, August 13, 2022 | Wednesday, August 17, 2022 |
| Reviewing | Saturday, August 20, 2022 | Wednesday, September 7, 2022 |
| Discussion & Recommendations | Thursday, September 8, 2022 | Friday, September 16, 2022 |
Note: Associate Program Chair (APC) Recommendation and Meta-Review Deadline: Friday, September 16, 2022 anywhere on earth (AOE)
Overview
A paper describes an educational research project, classroom experience, teaching technique, curricular initiative, or pedagogical tool in the computing content domain. All papers submitted to the SIGCSE TS should be original work that complies with the ACM authorship policies. SIGCSE TS considers papers in three distinct tracks, each with their own unique expectations. See further details below.
Dual-Anonymous Review Process
Authors must submit ONLY an anonymized version of the submission. The goal of the anonymized version is to, as much as possible, provide the author(s) of the submission with an unbiased review. The anonymized version should have ALL mentions of the authors removed (including author’s names and affiliation plus identifying information within the body of the submission such as websites or related publications). However, authors are reminded to leave sufficient space in the submitted manuscripts to accommodate author information either at the beginning or end of the submission. LaTeX/Overleaf users are welcome to use the anonymous option, but are reminded that sufficient room must exist in the submission to include all author blocks when that option is removed. Authors may choose to use placeholder text in the author information block, but we encourage authors to use obviously anonymized placeholders like “Author 1”, “Affiliation 1”, etc.
Self-citations need not be removed if they are worded so that the reviewer doesn’t know if the writer is citing themselves. That is, instead of writing “We reported on our first experiment in 2017 in a previous paper [1]”, the writer might write “In 2017, an initial experiment was done in this area as reported in [1]. Regular papers are reviewed with the dual-anonymous review process. The reviewers are unaware of the author identities, and reviewers are anonymous to each other and to the authors.
The reviewing process includes a discussion phase after initial reviews have been posted. During this time, the reviewers and APCs can examine all reviews and privately discuss the strengths and weaknesses of the work in an anonymous manner through EasyChair. This discussion information can be used by the program co-chairs in addition to the content of the review in making final acceptance decisions.
The SIGCSE TS 2023 review process does not have a rebuttal period for authors to respond to comments, and all acceptance decisions are final.
EasyChair Reviewer Profile
When you receive your invitation to review for SIGCSE TS 2023, please take a few moments to update your profile and select 3-5 topics that you are most qualified for reviewing. To do so, select SIGCSE TS 2023 > My topics from the menu.
Please check at most 5 topics! More topics will make it harder for the EasyChair system to make a good set of matches.
Getting Started Reviewing
Before starting your review, you may be asked by the Track Chairs to declare conflicts with any submitting authors. Please do so in a timely manner so we can avoid conflicts during assignment.
After the submission deadline and before reviewing can begin, both Associate Program Chairs (APCs) and Reviewers will bid on submissions they are interested in reviewing. Please bid for submissions where the title and abstract are in your area of expertise. Bidding will help with assigning submissions for review that you’re qualified and interested in reviewing! If you do not bid within the allotted time window, we will use topics to assign submissions for review. In terms of workload, each reviewer is expected to review about 4 papers, while each APC is expected to oversee the reviews of about 8 papers.
To each Reviewer, we ask that you carefully read each submission assigned to you and write a constructive review that concisely summarizes what you believe the submission to be about. When reviewing a submission, consider:
- the strengths and weaknesses,
- the contribution to an outstanding SIGCSE TS 2023 program and experience for attendees, and
- how it brings new ideas or extends current ideas through replication to the field and to practitioners and researchers of computing education.
To each APC, we ask that you carefully read each submission assigned to you and inspect the Table under the Review Guidelines in this document for the track you are meta-reviewing. Additionally,
- Ensure that Reviewers are making progress on their tasks. Don’t wait to see all reviews entered at the last moment. Instead, encourage partial progress from the Reviewers along the way. Help Reviewers interpret the expectations of the track if there are questions or differences of view about the criteria within the reviews.
- Use EasyChair to send reminder messages to the Reviewers.
Paper Review Guidelines
Papers have three specific tracks. All papers will be considered relative to criteria for motivation, use of prior/related work, approach, evidence, contribution/impact, and presentation. Each track has guidance about how reviewers should consider these criteria relative to the goal of the track, and each paper must be evaluated using the criteria for the track to which it is submitted. A paper will not be moved between tracks.
The following table illustrates how to interpret the review criteria for each of the three tracks of papers: Computing Education Research (CER), Experience Reports and Tools (ERT), and Position and Curricula Initiative (PCI). Please refer to this table to help better understand the emphases or characteristics of the track for which you will be reviewing. For convenience, you may also download a PDF copy of the paper review criteria.
| Criteria | Computing Education Research (CER) | Experience Reports & Tools (ERT) | Position & Curricula Initiative (PCI) |
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| Motivation
Evaluate the submissions clarity of purpose and alignment with the scope of the SIGCSE TS. |
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| Prior and Related Work
Evaluate the use of prior literature to situate the work, highlight its novelty, and interpret its results. |
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| Approach
Evaluate the transparency and soundness of the approach used in the submission relative to its goals. |
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| Evidence
Evaluate the extent to which the submission provides adequate evidence to support its claims. |
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| Contribution & Impact
Evaluate the overall contribution to computing education made by this submission. |
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| Presentation
Evaluate the writing quality with respect to expectations for publication, allowing for only minor revisions prior to final submission. |
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Discussion
The discussion and recommendation period provides the opportunity for the APC to discuss reviews and feedback so they can provide the best recommendation for acceptance or rejection to the Program Chairs and that the submission is given full consideration in the review process. We ask that Reviewers engage in discussion when prompted by other reviewers and the APC by using the Comments feature of EasyChair. During this period you will be able to revise your review based on the discussion, but you are not required to do so.
If you are a Reviewer, we expect you to engage with the discussion on each paper during the discussion period. Read the reviews from the other Reviewers and engage in discussion using the Comments feature in EasyChair, until all Reviewers have come to a consensus on the recommendation for acceptance or rejection. During this period you will be able to revise your review based on the discussion, but you are not required to do so.
If you are an APC, we expect you to lead the discussion among the Reviewers to reach consensus on a recommendation about whether the paper should be accepted or rejected. You will submit your meta-review and recommendation through EasyChair.
- The goal is not to have Reviewers change or update their scores, though that might happen as a by-product of the discussion.
- The goal is to reach an agreement on the quality of the submission relative to the expectations for the track to which it was submitted. For example, one Reviewer might find objection with some premises of the paper and give the paper a low score. Another Reviewer might excuse that limitation and give the paper a high score due to the high quality of the results. Both reviews are valid, presumably, and thus their scores should not be updated. But their reviews (and possibly the meta-review) should highlight the trade-offs that result from this discussion, and come up with an agreeable decision to both Reviewers.
- In a few rare cases, the Reviewers will have opposite views and the meta-reviewer should capture the essence of all reviews and leave the recommendation as neutral.
Note: It is important that at no point Reviewers should feel forced to change their reviews, scores, or viewpoints in this process. The APC can disagree with them and communicate that to the Program Co-Chairs as needed, but the APC should NOT force Reviewers to change their review because of a difference in viewpoint.
Recommendation
After the discussion period, each APC will write a meta-review for each of their assigned papers that summarizes the reviews for the papers.
Please do not include your recommendation for acceptance or rejection of a paper in the meta-review. Instead, use the provided radio buttons to make a recommendation based on your meta-review and the discussion and provide any details in the confidential comments to the chairs (and APC). As an APC, you will only see a small portion of the submitted papers and a paper you recommend for acceptance may be rejected when considering the full set of submissions.
Additionally, the Program Chairs will request feedback from APCs on the quality of reviews for decisions about future invitations to review for the SIGCSE Technical Symposium.
Recalcitrant Reviewers
Reviewers who don’t submit reviews, have reviews with limited constructive feedback, or who submit inappropriate reviews will be removed from the reviewer list (as per SIGCSE policy). Recalcitrant reviewers will be informed of their removal from the reviewer list. Reviewers with repeated offenses (two within a three year period) will be removed from SIGCSE reviewing for three years.
Associate Program Chairs
For the paper tracks, we have Associate Program Chairs (APCs) that support the reviewing process. An APC’s responsibilities include facilitating discussions during the discussion phase, summarizing the different viewpoints documented in the reviews and discussions, writing the meta-reviews, and making paper acceptance recommendations to the program chairs.
Computing Education Research (CER)
- Meghan Allen (The University of British Columbia)
- Christine Alvarado (University of California San Diego)
- Julio Bahamon (University of North Carolina at Charlotte)
- Brett Becker (University College Dublin)
- Dennis Bouvier (Southern Illinois University Edwardsville)
- Kevin Buffardi (California State University - Chico)
- Steve Cooper (University of Nebraska - Lincoln)
- Paul Denny (The University of Auckland)
- Mohsen Dorodchi (University of North Carolina at Charlotte)
- Stephen Edwards (Virginia Tech)
- Allan Fowler (University of Auckland)
- Michelle Friend (University of Nebraska at Omaha)
- Rita Garcia (Victoria University of Wellington)
- David Joyner (Georgia Institute of Technology)
- Ayaan Kazerouni (California Polytechnic State University)
- Juho Leinonen (Aalto University)
- Nicholas Lytle (North Carolina State University)
- António Mendes (University of Coimbra)
- Craig S. Miller (DePaul University)
- Mattia Monga (Università degli Studi di Milano - Dip. di Informatica)
- Miranda Parker (San Diego State University)
- James Prather (Abilene Christian University)
- Thomas Price (North Carolina State University)
- Brian Railing (Carnegie Mellon University)
- Adalbert Gerald Soosai Raj (University of California San Diego)
- Kalpathi Subramanian (University of North Carolina at Charlotte)
- Cynthia Taylor (Oberlin College)
- Tammy Vandegrift (University of Portland)
- Eliane Wiese (University of Utah)
- Wensheng Wu (University of Southern California)
- Jeong Yang (Texas A&M University-San Antonio)
Experience Reports and Tools (ERT)
- Jennifer Albert (The Citadel)
- Marc Berges (Friedrich-Alexander Universität Erlangen-Nürnberg)
- Albert Chan (Fayetteville State University)
- Peter Clarke (Florida International University)
- James H. Davenport (University of Bath)
- Adrienne Decker (University at Buffalo)
- Leigh Ann Delyser (CSforALL)
- Matthew Forshaw (Newcastle University)
- Sarah Heckman (North Carolina State University)
- Cruz Izu (The University of Adelaide)
- Carsten Kleiner (University of Applied Science and Arts Hannover)
- Daniel Krutz (Rochester Institute of Technology)
- Viraj Kumar (Indian Institute of Science)
- David Malan (Harvard University)
- Bruce Maxim (University of Michigan)
- Lijun Ni (SUNY, Albany)
- Keith Nolan (TU Dublin, Tallaght Campus)
- James Paterson (Glasgow Caledonian University)
- Wendy Powley (Queen’s University)
- Saquib Razak (Carnegie Mellon University)
- Samuel Rebelsky (Grinnell College)
- Guido Rößling (TU Darmstadt)
- Swapneel Sheth (University of Pennsylvania)
- Amber Solomon (Army FUTURES Command)
- Sangho Suh (University of Waterloo)
- Anya Tafliovich (University of Toronto)
- Frank Vahid (UC Riverside)
- Charles Wallace (Michigan Technological University)
Position and Curricula Initiative (PCI)
- Mark Bailey (Hamilton College)
- Bradley Beth (Northern Vermont University)
- Brian Harrington (University of Toronto)
- Michael Nowak (University of Illinois at Urbana-Champaign)
- Sagar Raina (Mount Saint Mary College)
- Stefan Robila (Montclair State University)
- Luther Tychonievich (University of Illinois at Urbana-Champaign)
- Henry Walker (Grinnell College)
| Wed 14 Dec 2022 Camera Ready Submission Deadline |
| Fri 19 Aug 2022 Submission Deadline |
| Fri 12 Aug 2022 Mandatory Abstract Deadline |
