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Contributing student pedagogy., , , , , , , , , and . ACM SIGCSE Bull., 40 (4): 194-212 (2008)Academic integrity policies in a computing education context., , , , , and . ITiCSE-WGR, page 1-15. ACM, (2012)A model academic ethics and integrity policy for computer science departments., , , and . SIGCSE, page 357-361. ACM, (2009)An international investigation into student concerns regarding transition into higher education computing., , , , , and . ITiCSE (Companion), page 107-129. ACM, (2018)Educational Landscapes During and After COVID-19., , , , , , , , , and 2 other author(s). ITiCSE (2), page 597-598. ACM, (2021)Striving for mathematical thinking., , , , , , , , , and 3 other author(s). ACM SIGCSE Bull., 33 (4): 114-124 (2001)Enhancing the Social Issues Components in our Computing Curriculum: Computing for the Social Good., , , , , , and . ITiCSE-WGR, page 117-133. ACM, (2010)Early Developmental Activities and Computing Proficiency., , , , , , , , , and . ITiCSE-WGR, page 140-157. ACM, (2017)1.5 Degrees of Separation: Computer Science Education in the Age of the Anthropocene., , , , , , , , and . ITiCSE-WGR, page 1-25. ACM, (2019)Teaching through a Global Pandemic: Educational Landscapes Before, During and After COVID-19., , , , , , , , , and 2 other author(s). ITiCSE-WGR, page 1-25. ACM, (2021)