CER papers report research on the teaching and learning of computing with the goal of advancing knowledge in the field. Papers should meet rigorous research standards, clearly describing their theoretical or analytical frameworks, research questions, context, methods, results, and limitations. Research papers may discuss empirical studies, theory in computing education, development of methodologies or research instruments, or systematic reviews. This track may include replication studies and papers reporting null or negative results. Submissions will be reviewed based on the clarity and significance of the research question(s) or theoretical contribution, alignment with prior literature and theory, methodological soundness and transparency, overall contribution, and written expression. All methodological approaches are welcome, including quantitative and qualitative methods. Accepted CER papers will be assigned to in-person paper sessions for presentation; the length of the presentations will be determined by the program chairs.

CEP papers present the development and deployment of computing education approaches, tools, curricula, or programs. Their primary purpose is to share detailed accounts of practice that others can learn from and potentially adopt. CEP papers must describe the context of the work, include any formative evaluation data collected, and provide thoughtful reflection on what worked, what did not, and why. Contributions must be grounded in prior literature and clearly articulate the novelty of the approach, tool, curriculum, or program. Unlike Computing Education Research (CER) papers, CEP papers emphasize supporting adoption by other practitioners rather than generalizability, transferability, or threats to validity; they do not include research questions or report results of a research study. Submissions will be reviewed based on relevance to the CACE community, grounding in prior literature, novelty, clarity, depth of reflection, impact, and written expression. This track welcomes experience reports, teaching techniques, pedagogical tools, and curriculum or program design papers, all of which should provide sufficient detail to enable adoption by others. Accepted CEP papers will be assigned to in-person paper sessions for presentation; the length of the presentations will be determined by the program chairs.

Posters present ideas or works in progress that would enable and benefit from interactive discussions and feedback. Poster presentations may include teaching practices, materials, and tools, or preliminary research findings. A 2-page extended abstract will be included in the conference proceedings. Accepted posters will be presented in-person with a printed poster.

BoFs provide an opportunity for informal discussions between colleagues on a topic of significance and relevance to the community. Discussions are organized and facilitated by leaders with appropriate background and expertise. BoF abstracts will be shared on the conference website and will not be published in the proceedings.