SIGCSE TS 2027 (The Technical Symposium on Computer Science Education) is a ICORE A / QUALIS A2 conference held in Sacramento, California, USA on 2027-02-17. The paper submission deadline is 2026-06-26. Acceptance notifications are sent on 2026-09-14.
Papers describe an educational research project, classroom experience, teaching technique, curricular initiative, or pedagogical tool in the computing content domain. All papers submitted to the SIGCSE TS should be original work that complies with the ACM authorship policies. SIGCSE TS considers papers in three distinct tracks, each with their own unique expectations. See further details below.
Paper Tracks
Please ensure that you submit your paper to the correct paper track by reading the the Reviewing Guidelines. Papers will be reviewed for the track they are submitted to and will not be moved between tracks. Any submissions made to more than one track will be desk rejected from both tracks.
Computing Education Research. The primary purpose of Computing Education Research (CER) papers is to advance what is known about the teaching and learning of computing. Papers should adhere to rigorous standards, describing their applicable theoretical/analytical lenses, research questions, contexts, methods, results, and limitations. These normally focus on topics relevant to computing education with emphasis on educational goals and knowledge units/topics; methods or techniques; evaluation of pedagogical approaches; studies of the many populations engaged in computing education, including (but not limited to) students and instructors; and issues of gender, diversity, and underrepresentation. CER papers are reviewed relative to the clarity of the research questions posed, the relevance of the work in light of prior literature and theory, the soundness of the methods to address the questions posed, and the overall contribution. Both qualitative and quantitative research is welcomed, as are replication studies and papers that present null or negative results.
Experience Reports and Tools. The primary purpose of Experience Reports and Tools (ERT) papers is observational in nature, and ERT papers should carefully describe the development and use of a computing education approach or tool, the context of its use including the formative data collected, and provide a rich reflection on what did or didn’t work, and why. Papers should carefully describe a computing education intervention and its context, and provide a rich reflection on what did or didn’t work, and why. ERT contributions should be motivated by prior literature and should highlight the novelty of the experience or tool presented. ERT papers differ from CER papers in that they frame their contributions to enable adoption by other practitioners, rather than focusing on the generalizability or transferability of findings, or threats to validity. This track accepts experience reports, teaching techniques, and pedagogical tools. All papers in this track should provide enough detail for adoption by others.
Position and Curricula Initiative. The primary purpose of Position and Curricula Initiative (PCI) papers is to present a coherent argument about a computing education topic, including, but not limited to curriculum or program design, practical and social issues facing computing educators, and critiques of existing practices. PCI papers should substantiate their claims using evidence in the form of thorough literature reviews, analysis of secondary data collected by others, or another appropriate rhetorical approach. Position papers should engender fruitful academic discussion through a defensible opinion about a computing education topic substantiated with evidence. Curricula Initiative papers discuss new and revised curricula, programs and degrees and should describe the motivating context before the new initiative was undertaken, what it took to put the initiative into place, the impact, and suggestions for others wishing to adopt it. In contrast to CER papers, PCI papers need not present original data or adhere to typical qualitative or quantitative research methods. PCI papers differ from ERT papers in that they do not necessarily report on individual experiences, programs or tools, but rather they may focus on broader concerns to the community.
暂无评论。