We have found these strategies useful and envisage that the application of these tips can help maximize learner engagement and learning.

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Agile software development is gaining popularity in industry. Anecdotal evidence to support this includes the emergence of agile practitioner journals and increasing attendance at agile-focused conferences. Many organizations are using agile methods because previously used techniques were not effective.Pair programming is probably the best known agile practice. Although controversial in both industry and academe, its use in education has been increasing, particularly in CS1. While some instructors fear that students may get a 'free ride' when pairing, empirical evidence shows that this is not the case. CS1 students who pair do as well in CS2 as students who worked by themselves in CS1, even when working alone in CS2 [1]. Pairing in CS1 leads to greater retention in the CS major, and also shows promise at reducing the gender gap in computing -the increase in retention among paired students is greater for women than it is for men [2].The members of this panel argue that many other agile techniques can be used effectively in the CS curriculum. Collectively, we have more than 60 years of industrial experience; we feel that this gives us a clear understanding of the realities faced by students as they enter the workforce. Because of this, we strongly believe that students should be extensively exposed to agile practices.We have successfully taught agile techniques in courses ranging from introductory programming to the senior capstone. The benefits of this include increased student confidence and successful project delivery. We believe that agile techniques can be applied fruitfully in many other parts of the curriculum.

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This study explored the effectiveness of using clickers in remote locations and investigated the impact of using clickers on the teaching and learning techniques that must be employed within a distributed multi-classroom setting. Participants (N=24) synchronously participated in a clicker incorporated seminar either face-to-face, remotely in a group or in remote individual offices. Post-seminar surveys, interviews, and focus groups were conducted to examine student, instructor, and information technology (IT) perspectives. Students perceived clickers to be easy to use and reported that clickers helped them feel more engaged. The instructor reported that preparation time was increased due to the use of clickers, and that her awareness of remote students increased delivery time. IT personnel indicated that using clickers was feasible and estimated that it would take more time initially, but having dedicated technical support would decrease the ongoing time involved. Clickers can serve as a tool for engaging students in remote sites. Although clickers are easy to use by students, the effective use of this technology in remote educational settings is more complex and time-consuming. It is vital to remember that the technology utilized is only a tool, and that learning that occurs and learners should be in the forefront.