This paper presents a case study of the use of a repeated single-criterion card sort with an unusually large, diverse participant group. The study, whose goal was to elicit novice programmers' knowledge of programming concepts, involved over

This paper describes a multi-institutional study that used a repeated single-criterion card sort to investigate graduating computer science students' knowledge of programming concepts. The study seeks to improve computer science instruction by gaining insight into how graduating students retain and assimilate introductory programming knowledge into their broader understanding of the discipline. A total of 291 card sorts was elicited from 65 undergraduate students in their final year of study at eight colleges and universities throughout the USA. To fully exploit the rich qualitative and quantitative aspects of the card sort data, an integrative analysis process was used that combined content analysis with two measures, normalized minimum spanning tree and edit distance, both developed specifically to analyze card sort data.

Background Peritoneal mesothelioma (PM) is a rare primary neoplasm of the peritoneum with an increasing incidence worldwide. Cytoreductive surgery (CRS) with hyperthermic intraperitoneal chemotherapy (HIPEC) has shown promise as a treatment strategy. A national PM multidisciplinary team (national PM MDT) video‐conference meeting was established in the UK and Ireland in March 2016, aiming to plan optimal treatment, record outcomes and provide evidence for the benefits of centralization. This article reports on the activities and outcomes of the first 2·5 years. Methods Between March 2016 and December 2018, patients with PM, referred to peritoneal malignancy centres in Basingstoke, Birmingham, Manchester and Dublin, were discussed by the national PM MDT via video‐conference. The MDT was composed of surgeons, radiologists, specialist nurses and pathologists. Patients were considered for CRS and HIPEC if considered fit for surgery and if radiological imaging suggested that complete surgical cytoreduction could be achieved. Morbidity and mortality following surgery were analysed. Survival analysis following MDT discussion was conducted. Results A total of 155 patients (M : F ratio 0·96) with a mean(s.d.) age of 57(17) years were discussed. To date, 22 (14·2 per cent) have had CRS and HIPEC; the median Peritoneal Cancer Index for the surgical group was 17·0. Complete cytoreduction was achieved in 19 patients. Clavien–Dindo grade I–II complications occurred in 16 patients; there was no grade III–IV morbidity or 30‐day in‐hospital mortality. The median follow‐up for the whole cohort was 18·7 months, and the 2‐year survival rate from time of first review at the national PM MDT was 68·3 per cent. Conclusion The centralized national PM MDT was effective at selecting patients suitable for CRS and HIPEC, reporting a good outcome from patient selection.

Research on learning suggests the importance of helping students organize their knowledge around meaningful patterns of information. This paper reports on a multi-institutional study to investigate how senior computer science majors articulate and organize their knowledge of programming concepts using a cardsorting technique adopted from knowledge acquisition. We show that card-sorts are an effective means of eliciting students' knowledge structures and suggest they can also be used to help students organize their knowledge throughout the curriculum.

Research on learning suggests the importance of helping students organize their knowledge around meaningful patterns of information. This paper reports on a multi-institutional study to investigate how senior computer science majors articulate and organize their knowledge of programming concepts using a card-sorting technique adopted from knowledge acquisition. We show that card-sorts are an effective means of eliciting students' knowledge structures and suggest they can also be used to help students organize their knowledge throughout the curriculum.

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Call it a surge, call it a bubble, just don't call it business as usual. It is no secret that enrollments in college and university computer science (CS) classes are growing rapidly and faculty are under pressure to teach more classes and significantly larger classes. They need new and creative ways to accommodate as many students as possible while maintaining excellent pedagogy. Not only that, we don't want to repeat history and worsen already poor diversity statistics with enrollment management strategies that shut out or discourage women and other under-represented groups.

We often learn of successful pedagogical experiments, but we seldom hear of the the ones that failed. For this special session we solicited submissions from the SIGCSE membership, selected the best from among these, and will have presentations at the session by the selected authors. Our contributions describe pedagogical approaches that seemed to be good ideas but turned out as failures. At the session, contributors will describe their pedagogical experiment, the rationale for the experiment, evidence of failure, and lessons learned.