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The article discusses gender inequality and subfield prestige in relation to the underrepresentation of female and people of color faculty members in American college computing programs, and it mentions computer science subfields such as human-computer interaction and artificial intelligence. Rankings of computer science graduate departments are assessed, along with the impact that computing departments' choices of subfields during the hiring process can have on gender diversity.

The article focuses on Black faculty members within computer science (CS) research departments, specifically those where Doctor of Philosophy (Ph.D.) programs exist. The authors discuss the importance of diversity within the field of CS, note that Black faculty members are underrepresented, and provide a list of U.S. universities where there are Black faculty, including Howard University, the University of Florida, and Auburn University.

The article discusses a pilot program that integrates the study of ethics into computer science (CS) curriculum at Harvard University. Topics include the relation of ethics education to the social impact of computer science work, cooperation between philosophy and computer science instructors, and courses on topics including censorship of fake news, programming languages, and inclusive design.

An interview with Google's head of Computer Science (CS) Education Strategy Chris Stephenson is presented. Stephenson discusses her career in computer science education, the issue of diversity in computer science education, and programs to develop teacher education in computer science.

The article focuses on the support of the Association for Computing Machinery (ACM) to the Computer Science for All initiative which aims to provide computer science education in U.S. public schools. Topics discussed include the support of U.S. President Barack Obama to the initiative, the formation of the Computer Science Teachers Association (CSTA), and the support of organizations and companies such as the National Science Foundation (NSF) and technology companies Microsoft and Google. INSET: Computer Science for All.

The article examines the shortage of computer science (CS) teachers at U.S. universities and colleges. It notes the decline in students earning CS degrees and the smaller number of those with CS degrees who enter academia. Particular attention is given to tenure-track faculty positions and salaries.

The authors discuss computer science in primary and secondary (K-12) education, focusing on an argument for the implementation of Virtual Communities of Practice (vCoPs) to connect teachers and improve educational practices. Topics include issues discussed at a 2013 U.S. National Science Foundation (NSF)-funded workshop at Stanford University, efforts by the American Institutes for Research (AIR) to build a Web portal resource on the issue, and challenges to large-scale implementation of vCoPs.

The author offers advice on how to reduce the wait time for college students seeking to meet with their computer science advisors. Topics covered include peer instruction, classroom environments, and pair programming methods of instruction.

The authors argue that high school computer science (CS) teachers should develop pedagogical and CS knowledge through a CS methods course. Topics include the "CS10K" initiative from the U.S. National Science Foundation to have 10,000 CS sources taught in the U.S. by 2016, the authors' CS Methods course offered at Purdue University, and professional development. Lesson plans, learning journals, and teacher licensures are mentioned.

The article discusses the role of computer science in primary and secondary education in the U.S., with particular focus on efforts to increase the numbers of computer science college graduates. Various challenges facing the implementation of computer science into a curriculum are explored, including the lack of computer science education standards in most states, low participation in the Advanced Placement (AP) computer science course, and a shortage of qualified teachers. Several initiatives are noted, such as the U.S. National Science Foundation (NSF) CS10K project to train computer science teachers, the Computer Science Teachers Association (CSTA) professional development program, and computer science education programs at Purdue University and Carnegie Mellon University.

The article discusses the opportunity costs of choosing to become a computer science (CS) teacher in the U.S. in relation to salaries. Topics include the recruitment of people with Ph.D.'s in computer science into industry jobs rather than higher education, the lack of available class in CS when faculty shortages exist, and the report "Assessing and Responding to the Growth of Computer Science Undergraduate Enrollments" by the U.S. National Academies of Sciences, Engineering, and Medicine.

A personal narrative is presented in which the author reflects on his work with the Computer Science Teachers Association (CSTA) and the Big IDEA (Inclusion, Diversity, Equity, and Access) initiative to improve computer science education.

The article profiles computer science professor Rastislav Bodik, discussing his career development and research on automatic programming.

The article discusses and announcement made by the Association for Computing Machinery (ACM) and the Computer Science Teachers Association (CSTA) regarding the winners of the 2018-2019 Cutler-Bell Prize, which includes Naveen Durvasula of Silver Spring, Maryland and Isha Puri of Chappaqua, New York.

The article profiles University of California, Riverside computer science and engineering professor K.K. Ramakrishnan.

The article discuses the initiative Computer Science for All announced by U.S. President Barack Obama that aims to give every student an opportunity to learn computer science. Topics tackled are the proposals of leaders of the Expanding Computing Education Pathways (ECEP) Alliance, the challenges to computer science education in states and territories including funding and the growing number of teachers, and the need for programs to broaden participation in computing.

The article explores the impact of the variety of learning outcomes and definitions on the teaching of computer science in the U.S. The author reflects on his experience dealing with the problem caused by many different learning outcomes while teaching computer science at the Georgia Institute of Technology in Atlanta, Georgia. He also discusses the adoption of "Exploring CS" and "Advanced Placement in Computer Science Principles," two computer science courses for high schools being promoted by the National Science Foundation (NSF).

An interview with computer science professor GÇrard Berry, recipient of the 2014 French National Centre for Scientific Research (CNRS) Gold Medal, is presented. Topics discussed include his introduction to computer science, his notion of the stupid computer, and his discovery of the Esterel programming language. Berry also discusses his return to a teaching position at CollÇge de France.

The author suggests for computer science (CS) education to focus on adults before teaching it to children. Topics discussed include Association for Computing Machinery (ACM) past president Vint Cerf's testimony before the U.S. Senate on the need for more CS education, the University of California at Los Angeles' (UCLA) working paper "The Revolving Door: CS for All and the Challenge of Teacher Retention" on the challenges of getting more schools and CS teachers and results of Lijun Ni's study on CS teacher identity.

The article describes a method developed by Rob Miller for real-time, small-group code reviews in an educational setting. It involves using regular group meeting times to do real-time, small-group code reviews. Topics discussed include the benefits of holding regular code reviews for students and teachers, and the difference between student code reviews and industry code reviews. Also discussed are some problems that may be encountered when running a code review in an educational setting, such as overly quiet students, running over time, and lack of context.

A reprint of the article "The Danger of Requiring Computer Science in K-12 Schools," which appeared as a blog post on "Communications" magazine's website at http://cacm.acm.org/blogs/blog-cacm, is presented. Topics discussed include the ramifications of making computer science (CS) a required subject for U.S. schoolchildren, insufficient number of CS teachers, and concerns about a higher CS standard's impact on special education students. Requiring CS courses in higher education is also cited.

The author offers opinions on elementary and secondary teaching of computer science. A program created by the organizations Code.org, the Association for Computing Machinery (ACM) and the National Science Foundation to make computer science a more integral part of the curricula of U.S. elementary and secondary education is praised.

The article presents two blog posts from the website of the Communications of the Association of Computing Machinery (ACM), http://cacm.acm.org/, which discuss technology transfer, training high school computer science (CS) teachers, and the relationship between research and product development.

A letter to the editor is presented that advocates for the professionalization of U.S. computer science (CS) education.

The article announces that the Association for Computing Machinery (ACM) and the Computer Science Teacher’s Association (CSTA) have created the annual ACM/ CSTA Cutler-Bell Prize in High School Computing award to recognize high school computer science students; the award may be applied for until January 1, 2016 and the winners will be announced in February 2016.

The article focuses on professor Mark Ackerman, commenting that he led the development of the first home banking system in the United States and worked on the X Window System's first user-interface widget set, and mentions he started out as a history major and switched to computer science.

The article announces that computer science professor Nancy Amato received the 2014 Distinguished Service Award from the Computing Research Association and professor Hanan Samet received the 2014 W. Wallace McDowell Award from the Institute for Electrical and Electronic Engineers Computer Society.

The article announces awards and appointments among computer science educators as of August 2014 including new members approved by the Council of the Academia Europaea such as Carlo Ghezzi, Thomas W. Reps and Christian S. Jensen, and the University of Pennsylvania Moore School of Electrical Engineering's presentation of the Harold Pender Award to Massachusetts Institute of Technology professor Barbara Liskov.

The article announces that University of Oxford computer science lecturers Boris Motik and Samson Abramsky received the BCS Roger Needham Award and the BCS Lovelace Medal, respectively.

A letter is presented from a reader responding to the article "Learning to Teach Computer Science: The Need for a Methods Course" by John T. Korb and Aman Yadav from the November 2012 issue.

The article presents information on the editing of the publication and on the Association for Computing Machinery (ACM). A service for authors published in the publication is announced which allows them to create links on their own or their institution's Web sites to their articles in digital archives of the publication. ACM member Mark Guzdial's work as director of Georgia Computes!, a program to encourage diversity in computer science education at the high school level is discussed, and it is noted Guzdial and Barbara Ericson received the ACM's Karl V. Karlstrom award for outstanding educators.