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Drop, Fail, Pass, Continue: Persistence in CS1 and Beyond in Traditional and Inverted Delivery.

, and . SIGCSE, page 235-240. ACM, (2015)

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Evidence That Computer Science Grades Are Not Bimodal., , , and . ICER, page 113-121. ACM, (2016)Scaling up Women in Computing Initiatives: What Can We Learn from a Public Policy Perspective?, , and . ICER, page 61-69. ACM, (2015)EngageCSEdu: EngageCSEdu transition of ownership., and . Inroads, 12 (1): 11-12 (2021)Employing Multiple-Answer Multiple Choice Questions., , and . ITiCSE, page 252-253. ACM, (2016)Computing for Medicine: An Experience Report., , and . ITiCSE, page 281-286. ACM, (2017)A historical examination of the social factors affecting female participation in computing., , and . ITiCSE, page 111-116. ACM, (2014)The Robots Are Here: Navigating the Generative AI Revolution in Computing Education., , , , , , , , , and 5 other author(s). ITiCSE-WGR, page 108-159. ACM, (2023)Improving complex task performance using a sequence of simple practice tasks., , , and . ITiCSE, page 4-9. ACM, (2018)Research This! Questions that Computing Educators Most Want Computing Education Researchers to Answer., , , , and . ICER, page 259-267. ACM, (2019)The Impact of Gratitude Journaling on CS1 Students., , , and . ICER (2), page 52. ACM, (2022)