Esports has generated an industry of increasing economic and cultural importance. In recent years, universities and other higher education institutions have responded to its growth by establishing undergraduate courses to satisfy the needs of innovators operating in the area. However, there is not yet consensus on what an esports curriculum should include. Despite being a technology-driven sector with ethical and professional dimensions that intersect computing, current ACM and IEEE curricula do not mention esports. Furthermore, existing courses tend to provide teaching and training on a wide variety of topics aside from those traditionally in computer science. These include: live events management; psychological research; sports science; marketing; public relations; video (livestream) production; and community management; in addition to coaching. This working group seeks to examine the requirements for developing esports studies at universities with a focus on understanding career prospects in esports and on the challenges presented by its disciplinary complexity. The group will identify key learning outcomes and assess how they align with industry needs, paving the way for a framework to support the design of esports curricula in higher education.

The Bloom's Revised Taxonomy framework lists many verbs that can assist in measuring learning outcomes and competencies and creating evaluation rubrics. The recent emerging computing areas ought to enhance the existing list of verbs in Bloom's Revised Taxonomy. This poster presents 85 possible verbs to enhance the framework, 34 of which are technical verbs related to computing areas. Educators from two- and four-year institutions can benefit from the enhanced verbs proposed in this work to include in their computing programs.

Community and technical colleges play a significant role in computing education by offering associate-degrees in a variety of ACM-recognized disciplines to a diverse student population. The ACM Committee for Computing Education in Community Colleges (CCECC), a standing committee of the ACM Education Board, serves and supports community and technical college educators in all aspects of computing education, including curriculum and assessment development, advising on public policy and advocating for community and technical colleges throughout the world.

In 2016, Former U.S. President Obama started a Computer Science For All initiative [1] and in Europe it is the Informatics For All initiative [2]. In 2020, many school systems are still trying to figure out how to meet the learning requirements of bringing Computer Science (CS) into every primary and secondary classroom. As state department of education offices throughout the United States are trying to support the initiative and have started adding CS requirements to standardized testing, the lack of professional development (PD) for educators has been forgotten. How does a physical education teacher, a special education teacher, a foreign language teacher, and a history teacher bring CS concepts into their classrooms? This immediately caused a high demand for Computer Science (CS) professional development for primary and secondary teachers. Some school systems did not even fully understand what CS was, so they were unable to identify PD needs, evaluate PD options, or track their educator's inclusion of it.

There is a growing need for a minimum skill set within Cybersecurity Education to ensure graduates are able to meet the job requirements. The ACM CCECC (Committee for Computing Education in Community Colleges) has led creation of a set of guidelines for pre-bachelor's degree cybersecurity programs, called Cyber2yr2020. The Cyber2yr2020 guidelines underwent two rounds of public review, including a draft presentation at ITiCSE'19[1]. This poster presents the final curriculum guidelines, provides perspectives on the use, and highlights cybersecurity programs already aligned with the guidelines.

The increasing globalization of technology has changed the face of computer science. In addition to core technology skills, modern computer scientist must possess cross-cultural communication skills, team management skills, the ability to perform on geographically distributed teams, and an understanding of the big picture in addition to technical ability. Lord Fairfax Community College (LFCC) used a virtual exchange as a teaching tool for introductory computer science concepts. Nineteen students participated in the Global Solutions Sustainability Challenge, a project supported by the Stevens Initiative, which is sponsored by the U.S. Department of State and administered by the Aspen Institute. The project aims to find a sustainable solution to an issue within the hospitality and tourism industry, while providing students an opportunity to learn about a different culture. Over 10 week students learned about the seven big concepts of computer science, marketing, business plans, team work, public speaking, research, leadership, graphic design, application development, and much more. The poster describes the virtual student exchange concept, highlights the experiences and key elements that global virtual exchange offers students without travel expenses.

As projections of the shortage of cybersecurity workers grow, the ACM CCECC (Committee for Computing Education in Community Colleges) has led creation of a set of guidelines for two-year cybersecurity programs at the associate-degree level, called Cyber2yr2020. The Cyber2yr2020 guidelines underwent two rounds of public review and comment with the StrawDog and IronDog drafts, and the final version will be released in early 2020. This poster presents the curriculum guidelines, provides perspectives on the use of the guidelines, and offers opportunities to highlight two-year cybersecurity programs by aligning with the guidelines in a program example.

After the Association for Computing Machinery (ACM) and the IEEE Computer Society endorsed the recently completed Information Technology Curricula 2017 Curriculum Guidelines (IT2017) for Baccalaureate Degree Programs in Information Technology (IT) [1], the ACM Committee for Computing Education in Community Colleges (CCECC) at the direction of the ACM Education Board joined with the chair of the IT2017 task group to create corresponding guidance for two-year colleges offering IT transfer programs. In some countries, students can complete the first two years of a Bachelor's degree at a two-year school (which may be known as a community college, technical college, or junior college), and then transfer to a university to complete the remaining two years of their course of study [3]. The CCECC formed the IT Transfer Task Force (ITTTF), consisting of educators from both two-year colleges and four-year universities, to provide guidance for IT programs in such two-year schools. The guidance includes the competencies students should achieve during the first two years of an IT Bachelor's degree. The ITTTF is currently seeking public feedback from educators and IT industry representatives on an initial set of competencies to guide how the ITTTF should proceed to build IT Transfer Curriculum Guidelines. This poster will outline the initial selection of competencies to solicit feedback and input on the guidelines, including best practices for communication between two year IT Transfer programs and their four year university partners.

As projections of the shortage of cybersecurity workers grow, the spotlight is on cybersecurity education. In December of 2017, the Joint Task Force on Cybersecurity Education published Cybersecurity Curricula 2017: Curriculum Guidelines for Post-Secondary Degree Programs in Cybersecurity (CSEC2017), representing a new discipline in ACM's Computing Curricula Series. Now the ACM CCECC (Committee for Computing Education in Community Colleges) is leading creation of a similar set of guidelines for two-year cybersecurity programs at the associate-degree level, called CSEC2Y. The CSEC2Y task force of community college educators presented and released the initial draft, called StrawDog at a special session at SIGCSE 2019. A survey seeking public feedback from educators, professionals, and global advisors collected feedback and input on the StrawDog draft. A second draft, called IronDog, will be available by mid-July. In this poster, survey results from the first draft, and the most recent draft will be presented for feedback and critique by the international community.

As projections of the shortage of cybersecurity workers grow [4], the spotlight is on cybersecurity education. In December of 2017, the Joint Task Force on Cybersecurity Education published Cybersecurity Curricula 2017: Curriculum Guidelines for Post-Secondary Degree Programs in Cybersecurity [6] (CSEC2017), representing a new discipline in ACM's Computing Curricula Series [5]. Now the ACM CCECC (Committee for Computing Education in Community Colleges) is leading creation of a similar set of guidelines for two-year cybersecurity programs at the associate-degree level, called CSEC2Y. This special session, led by the ACM CCECC, will engage participants in the curriculum development process for associate-degree programs in the increasingly important field of cybersecurity. Participants will have the opportunity to review the current CSEC2Y draft and related materials, to recommend changes, plan further revisions, and otherwise assist in crafting the curricular guidance.