Employers often love academic group projects while students often loathe them. How can Agile group projects be used to develop students skills, both hard technical skills and softer people skills?

Some competencies in software engineering are either difficult to teach and/or hard to measure, especially in a purely academic environment. Professional competencies in software engineering are often easier to learn in the workplace, rather than taught in a University lab, workshop or lecture theatre. What evidence can students provide of the professional competencies they develop while employed in a, workplace?

How can we increase participation of women in computing? How can we recruit and retain more women to study computing? Curricula are an obvious place to start. Understanding student motivations for their learning choices can help educators develop more effective programs of study.

“ See one, do one, teach one ” is a popular technique for teaching surgery to medical students.

Rather than meeting online in January, we’ll be meeting in person. So join us at Durham University for the annual Computing Education Practice (CEP) conference which takes place on Friday 5th January, with a pre-conference dinner in the evening of Thursday 4th January. Thanks to our program chair Jane Waite, general chair Ryan Crosby and program committee for organising this event.

How good is generative AI at passing exams? What does this tell us about how we could design better assessments? Join us on Monday 4th December at 2pm GMT (UTC) to discuss a paper on this by Joyce Mahon, Brian Mac Namee and Brett Becker at University College Dublin published at UKICER earlier this year.

All the world’s a stage, and all the men and women merely players; They have their exits and their entrances. And one teacher in their time plays many parts. As students watch academic actors enter and exit their lecture theatres on University campuses around the world, what role can drama play in their teaching and learning? How can theatre and storytelling facilitate students understanding of whatever is they are supposed to be learning?

Why do some students achieve more than others? Students goals, their belief in their ability to reach those goals and their prior experience are key factors. But how do they interplay? Join us for our monthly ACM SIGCSE journal club meetup on Zoom to discuss a prize-winning paper [1] on this topic by Hannu Pesonen, Juho Leinonen, Lassi Haaranen and Arto Hellas from Aalto University in Finland and the University of Auckland.

Microcredentials are mini-qualifications that allow learners to provide evidence of their broader skills alongside their traditional academic awards. How can these awards be integrated into existing educational qualifications?

What is the most dangerous course to teach in Computing? Join us on Monday 7th August at 2pm BST (UTC+1) to discuss an opinion piece by Tony Clear from Auckland University of Technology on this very subject. Tony argues that introductory programming (aka CS1) is the most dangerous course for educators to teach. Do you agree with him?

A good theory can be the most concentrated form of knowledge. By encapsulating an infinite number of cases, a theory can make predictions rather than just describing a finite number of disjointed facts. So how does theory feature in research about assessment and feedback? Join us on Monday 3rd July at 2pm BST (UTC+1) to discuss a paper investigating this question by Juuso Henrik Nieminen, Margaret Bearman &