Incorporating alternative pedagogies into computing education has the potential to promote better engagement, outcomes, and retention than traditional methods. A limiting factor of many alternative pedagogies is that they target in-class activities, which constitute a small percentage of computing students' overall time. To achieve a more significant impact, we argue that computing educators need to find ways to innovate students' out-of-class activities as well. Inspired by the studio-based model used in architecture, we introduce the idea of social programming environments, which aim to simulate the design studio experience by enabling students to maintain an awareness of their peers' programming activities and to ask for and receive help.