The coronavirus (COVID-19) pandemic has forced an unprecedented global shift within higher education in the ways that we communicate with and educate students. This necessary paradigm shift has compelled educators to take a critical look at their teaching styles and use of technology. Computing education traditionally focuses on experiential, in-person activities. The pandemic has mandated that educators reconsider their use of student time and has catalysed overnight innovations in the educational setting.Even in the unlikely event that we return entirely to pre-COVID-19 norms, many new practices have emerged that offer valuable lessons to be carried forward into our post-COVID-19 teaching. This working group will explore what the post-COVID-19 academic landscape might look like, and how we can use lessons learned during this educational shift to improve our subsequent practice. The exploration will strive to identify practices within computing that appear to have been improved through exposure to online tools and technologies, and that should therefore continue to be used in the online space. In the broadest sense, our motivation is to explore what the post-COVID-19 educational landscape will look like for computing education. CCS CONCEPTS• Social and professional topics → Computing education.

Women continue to be underrepresented in computer science. Previous research has identified factors that contribute to women's decisions to pursue computing-related majors, but in order to truly address the problem of underrepresentation, we need to develop a deeper understanding of women's experiences within computer science courses. Pair programming is demonstrably beneficial in many ways, and we hypothesize that there are gender differences in student perceptions of this widely used collaboration framework. To explore these differences and move toward a thorough understanding of students' experiences, this paper investigates students' written responses about their experiences with pair programming in a university-level introductory computer science course. Using thematic analysis, we identified overarching themes and distinguished between what men and women reported. Both women and men wrote about their overwhelmingly positive perceptions of pair programming. Women often mentioned that pair programming helps with engagement, feeling less frustrated, building confidence, and making friends. Women also noted that it is easier to learn from peers. These findings shed light on how pair programming may lower barriers to women's participation and retention in computing and inform ongoing efforts to create more inclusive spaces in computing education.

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