2012 [AS13b, Wal12a]. 2013 [Alv13, Bar13, Cam13, Car13, CCS13, Cut13, Edi14, Swe13]. 2014 [CDS13, DN14, ND14, Rod14, Tym14a]. 2015 [DeL14a, DeL14b, She15b]. 2016 [AT16a, CCV16, CCV17, MR15, SDCT16a, SDCT16c, She16a]. 2017 [DG17, EC17, Fit18b, MJ18, TCSM17, TCM17]. 2018 [BG18b, DD17, Dec19b, Gol18, JI18, MKMP18, MMK18, PQH17, She18]. 2019 [Cut19, FI19, HPQ19, MP19a, MPRM19, MP19b, MS19, Rod18, She19a]. 2020 [DH19].

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A Complete Bibliography of Publications in SIGCSE Bulletin: 2000{2009

While coding competitions and hackathons have steadily increased in number, few women participate. Because these public events present viable opportunities to broaden participation in computing, we designed the theme to focus on "Wear & Care" and collaborative arrangements in a hardware hackathon, called StitchFest, in which 33 undergraduate and graduate students used the LilyPad Arduino to design wearables. Our analysis focused on the interviews conducted with eight female and seven male college participants to understand how targeted recruitment, thematic framing, space arrangements, kinds of materials and material distribution impacted participation and perception. We discuss what we learned about setting a thematic focus and fostering collaborative learning in coding competitions for broadening participation in computing.

StitchFest: Diversifying a College Hackathon to Broaden Participation and Perceptions in Computing

Three decades ago high school computing was highly consistent with academic and professional world. This consistency was destroyed when school curricula began to emphasize information and communication technology skills at the expense of computer science. Recently many countries began to think how to re-establish informatics education in schools and how to attract pupils to choose optional modules related to computer science. Although informatics is not taught as a discipline in many countries, pupils are invited to participate in different contests on informatics organized all over the world. When pupils get interested in programming contests, they are looking for training and gain some informatics education. Contests are exceptionally valuable for motivating and involving pupils in computer science. The current paper discusses the contests and olympiads in informatics arranged internationally and continuously. The main attention is paid to the model of International Olympiad in Informatics and International Contest on Informatics and Computer Fluency (named Bebras in Lithuanian, or Beaver in English).

Sustaining Informatics Education by Contests

The military has 5 domains of operations: Land, Sea, Air, Space and now Cyber. This 5th Domain is a heterogeneous network (of networks) of Communication and Information Systems (CIS) which were designed and accredited to meet Netcentric capability requirements; to be robust, secure and functional to the organisation’s needs. Those needs have changed. In the globalised economy and across the Battlespace, organisations now need to share information. Keeping our secrets, secret has been the watchwords of Information Security and the accreditation process; whilst sharing them securely across coalition, geo-physically dispersed networks has become the cyber security dilemma. The diversity of Advanced Persistent Threats, the contagion of Cyber Power and insecurity of coalition Interoperability has generated a plethora of vulnerabilities to the Cyber Domain. Necessity (fiscal and time-constraints) has created security gaps in deployed CIS architectures through their interconnections. This federated environment for superior decision making and shared situational awareness requires that Bridging the (new capability) Gaps needs to be more than just improving security (Confidentiality, Integrity and Availability) mechanisms to the technical system interfaces. The solution needs a new approach to creating and understanding a trusted,social-technical CIS environment and how these (sensitive) information assets should be managed, stored and transmitted. Information Assurance (IA) offers a cohesive architecture for coalition system (of systems) interoperability; the identification of strategies, skills and business processes required for effective information operations, management and exploitation. IA provides trusted, risk managed social-technical (Enterprise) infrastructures which are safe, resilient, dependable and secure. This thesis redefines IA architecture and creates models that recognise the integrated, complex issues within technical to organisational interoperability and the assurance that the right information is delivered to the right people at the right time in a trustworthy environment and identifies the need for IA practitioners and a necessary IA education for all Cyber Warriors.

Bridging the air gap: an information assurance perspective

Academics expend a large amount of time and effort to sustain and enhance the motivation of undergraduate students. Typically based on a desire to ensure that all students achieve their full potential, approaches are based on an understanding that students who are highly motivated will learn more. Furthermore, institutional rewards accrue from effective use of academics' time, along with financial benefits associated with high levels of retention and progression. This working group report, based on practice in Europe, Australasia and North America, builds on previous work. It provides an updated and revised literature review, analyses a larger collection of survey data and has sought to triangulate earlier findings with qualitative data from practitioner interviews. The report covers established approaches in teaching, support and extra-curricular activities. It tracks emerging practice such as streamed and differentiated teaching, and research based and authentic learning. It also considers contemporary innovations in student activities. Finally it reports on a repository of tips and techniques which has been established to support faculty wishing to change or review current methods.

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Motivating all our students

Generating interest in specialized areas of Computer Science (CS) is one of the goals of the department of Computer and Information Science at Spelman College as with most departments. Achieving this goal in a new, exciting, and innovative manner provided the inspiration to establish the Spelman College Computer Science Olympiad (SC CS Olympiad). The SC CS Olympiad is patterned after the Olympics athletic event. Students participate in the Olympiad as a part of a team as with the Olympics. In addition, there are several events for competition as there are in the Olympics. The events are designed to expose students to the interesting breadth of CS over several days. In this paper, the events are in the following categories: Cryptography, Robotics, Website Design, Hardware and Software Integration, and Programming. Teams use their CS knowledge and problem-solving skills to complete hands-on exercises in each area. Each teams receives points based on the quality of their results from the exercise. In this paper, we present the implementation, results, and future directions of the Spelman College Computer Science Olympiad.

Computer science olympiad: exploring computer science through competition

Teaching hands-on computer and information systems security despite limited resources

We discuss strategically employing game creation throughout the Science, Technology, Engineering and Mathematics (STEM) pipeline to improve the creativity, problem solving skill and ethical behavior of American collegiate graduates. Examples from K-12 through baccalaureate studies are presented to substantiate our argument that games should be further embraced as a means to produce needed computer scientists and engineers. We sketch a framework integrating all STEM pipeline phases that may be used as the context for dialog among academic and industry stakeholders. We mention middle and high school programs, collegiate software development contests and innovative product competitions in relation to STEM pipeline phases. We conclude by proposing a national tracking system for evaluating STEM pipeline effectiveness and student outcomes.

Iretta B.C. Kearse

Papers

Computer science olympiad: exploring computer science through competition

Teaching hands-on computer and information systems security despite limited resources

A game framework to enhance the STEM pipeline