Community and Technical Colleges are pivotal two-year educational institutions within the United States. These colleges have been at the crossroads of numerous educational initiatives and partnerships, spanning K-12 education, traditional four-year colleges, and collaborations with various workforce and industry sectors. A highlight of Community Colleges lies in their diverse and heterogeneous student body, which is further shaped by the influence of workforce demands that guide the crafting of specific curriculum components. As a result of these dynamics, Community Colleges present a rich array of computing programs, among them Computer Science degrees, particularly the Associate in Science (AS) and Associate in Arts (AA) variations, commonly known as academic transfer degrees. These transfer-focused degrees are meticulously structured to harmonize learning outcomes, objectives, and competencies with the esteemed ACM/IEEE curricular guidelines. This alignment primarily aims to forge comprehensive two-year pathways that seamlessly bridge curricula and facilitate the transfer of credits to Computer Science programs at four-year institutions. Computer Science programs offered at the lower-division undergraduate level face curriculum-related challenges and emerging prospects while embracing the recommendations set forth by curricular guidelines such as ACM/IEEE-CS/AAAI CS2023. These challenges encompass factors like the allocation of transfer hours, the breadth of subject matter within computer science, and the evolving efforts to secure ABET accreditation for two-year computing programs. In this paper, authors from several community colleges present significant curricular and pedagogical challenges confronting Computer Science programs in two-year programs, additionally to contextualize the role of community colleges in the ACM/IEEE-CS/AAAI CS2023 project.

Community Colleges provide a variety of academic and terminal degrees, such as associates in applied science and certificates of completion. Data Science is considered an emerging computing area that spans many areas of study and impacts academics and the workforce. The ACM published in 2021 Data Science Task Force Computing Competencies for Undergraduate Data Science Curricula, a curricular report articulates the role of computing discipline-specific contributions to this emerging field. Although this report counts 12 knowledge areas that impact academics and industry, there is an opportunity to align these areas in a two-year context. In this poster, we present the adoption of the ACM report from a two-year perspective.

Community and Technical Colleges are two-year college institutions in the US that have been at the intersection of many educational initiatives and partnerships, such as K-12, four-year colleges, and workforce/industry partnerships. Community Colleges are notable for their diversity and heterogenous student population, but also for the workforce's influence to disseminate specific curriculum requirements. Therefore, community colleges offer a large variety of computing programs, including computer science degrees, notably Associate in Science (AS) and Arts (AA) (a.k.a. academic transfer degrees). Ideally, these transfer degrees align learning outcomes, objectives, and competencies to the ACM/IEEE curricular guidelines, mainly to create two-year programs, align curricula and ease transferability to four-year colleges. Due to the nature of these degrees, computer science education at the lower-division undergraduate level faces curriculum challenges and emerging opportunities while adopting curricular guideline recommendations. Some of these include the number of transfer hours, the scope of topics in computer science, and the most recent ABET accreditation efforts at the community college level. This discussion aims to identify and recognize additional significant challenges that computer science programs in community colleges face, particularly while adopting curricular guidelines recommendations, such as CS 2023. Moreover, the discussion on this matter will influence the recognition of curricular guidelines and considerations for two-year programs in computer science. Compilation of community colleges' viewpoints and feedback during this conversation will be considered part of the curricular practices "Community Colleges Perspectives: From Challenges to Considerations in Curricula Development" document, featured in the new version of the CS2023: ACM/IEEE-CS/AAAI Computer Science Curricula.

This lightning talk describes an in-progress project led by the ACM CCECC (Committee for Computing Education in Community Colleges) to enhance the Bloom's Revised Taxonomy verb list with verbs that focus on computing competencies. Many colleges and universities, as well as organization-led curriculum projects (such as those of the ACM CCECC), use Bloom's Revised Taxonomy with its six levels of cognition to represent the level of cognitive depth a student is expected to achieve for a given competency or learning outcome. There are verb lists that associate verbs with each of the cognitive levels. For example, the verb "define" is associated with the lowest level, Remembering; the verb "develop" is associated with the highest level, Creating. Standard verb lists do not include verbs specific to computing disciplines, which can make it challenging to craft computing-centric learning outcomes. This project is an effort to enhance the standard verb lists with verbs that focus on computing competencies, such as "configure" at the Applying level and "trace" at the Analyzing level. An initial list of about 90 possible new verbs was presented to various computing communities for feedback, including via a poster at SIGCSE 2020. The list has been refined by the project team, and we are seeking another round of community input.

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.

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.

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 traditional tech talent pools are being been tapped out and unable to meet the growing workforce demand, matriculation at a community college and transfer to a four-year institution for completion of a bachelor's degree plays a crucial role in diversifying the tech workforce. However, the important role of community colleges in the computer science education pipeline is often overlooked. This panel will provide an overview of the computing workforce landscape, discuss the role of community colleges to increase the diversity of students in computer science, and share case studies that highlight promising practices for the inclusion of community colleges in the CS educational pathway.

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.

After two years of intense curriculum development effort, the ACM CCECC (Committee for Computing Education in Community Colleges) published Computer Science Curricular Guidance for Associate-Degree Transfer Programs with Infused Cybersecurity, known as CSTransfer2017. Based on Computer Science Curricula 2013 (CS2013), this guidance was specially designed to aid in the smooth transfer from associate degrees to baccalaureate degrees. The curriculum contains 17 of CS2013's 18 knowledge areas, and a variety of knowledge units appropriate in the first two years of a computer science degree. The guidance comprises over 200 learning outcomes, 64 of which are infused with cybersecurity, along with a three-tiered assessment rubric using measurable verbs from Bloom's Revised Taxonomy. In addition to the CSTransfer2017 task group consisting of 20 community college educators, input from both two- and four-year educators was collected via surveys administered to a global audience, as well as two rounds of public review and comment on drafts of the guidance. Examples of degree and certificate programs that align with CSTransfer2017 are part of a growing repository hosted on the CCECC website, ccecc.acm.org. These program examples demonstrate the adaptability of this competency-based curriculum approach to a variety of computing programs. The CCECC invites institutions to highlight their computer science degree program by submitting a program example at ccecc.acm.org/correlations.

The ACM Committee for Computing Education in Community Colleges (CCECC) is updating the ACM curricular guidance for two-year transfer programs in computer science based on CS2013 with cybersecurity learning outcomes infused throughout. This BOF will provide a platform for two-year and four-year computer science faculty and academic administrators to discuss the newly revised associate-degree transfer guidance. The core task group writing the guidance consists of twelve community college faculty across the United States, led by the ACM CCECC and three task group leaders. The guidance has been informed by input from both two- and four-year educators in two rounds of public review and comment; a BOF, special session, and affiliated workshop at the prior two SIGCSE conferences; and international input at ITiCSE 2016. By SIGCSE 2017 the guidance will be in near-final form. The session will include an overview of the guidance, its relationship to CS2013, and infused cybersecurity. Discussion will center on implementing the guidance in two-year programs, gathering program exemplars, and facilitating transfer with four-year university partners.

In 2015, under the auspices of the ACM Education Board the Committee for Computing Education in Community Colleges (CCECC) began an effort to update the ACM Computing Curricula 2009: Guidelines for Associate-Degree Transfer Curriculum in Computer Science with inclusion of contemporary cybersecurity concepts. To this end, the CCECC established a task force of community college educators to review the ACM/IEEE Computer Science Curricula 2013 (CS2013) and identify foundational material in CS2013 that is appropriate for the first two years of a computer science education. To further inform the guidance, the CCECC administered surveys to a global audience of computer science educators to solicit input related to CS2013 knowledge areas (KAs) and knowledge units (KUs) and on cybersecurity topics, which are appropriate for associate-degree computer science transfer programs. The guidance has been through two rounds of public review and comment

Under the auspices of the ACM Education Board, the Committee for Computing Education in Community Colleges (CCECC) is updating the 2009 ACM associate-degree curricular guidance in computer science with inclusion of contemporary cybersecurity concepts. The CCECC convened a task force of community college educators to develop the initial draft of the updated guidance, called StrawDog, using CS2013 as a starting point. CS2013 includes a new knowledge unit on information assurance and security. To inform the work, a survey on CS2013 foundational knowledge deemed appropriate for the first two years of a computer science (CS) education was administered to a global audience of CS educators. Preliminary survey results are presented for feedback and critique by the international community.

This panel presents varying global perspectives on the role of community colleges and 2- or 3-year technical schools (collectively called junior colleges here) in computing education. In some countries, students interested in a career in computing can obtain a 2- or 3-year degree instead of, or as a precursor to, a traditional Bachelor's degree. With representatives from five different countries and four different continents, the panel discusses the variety of pathways in computing education around the world, and in particular the role of community colleges and 2- or 3-year technical schools in these pathways.

No abstract available.

As directed by the ACM Education Board, the ACM Committee for Computing Education in Community Colleges (CCECC) delivered the final version of its curricular guidance for associate-degree Information Technology (IT) programs. The guidance, An ACM Competency Model of Core Learning Outcomes and Assessment for Associate-Degree Curriculum in Information Technology, includes core IT learning outcomes with associated assessment metrics. Examples of degree and certificate programs that align with the ACM core IT learning outcomes are part of a growing repository at CAPspace.org. These correlations demonstrate the adaptability of this competency-based curriculum approach to a variety of computing courses, certificates, and degree programs. The CCECC invites institutions to highlight their IT degree and certificate programs by submitting correlations at capspace.org/correlation/ using an easy-to-use web form.

The ACM Computer Science Curricula 2013 (CS2013) guidance for undergraduate degrees was released in December 2013. This BOF will provide a platform for two-year and four-year computer science faculty and academic administrators to discuss CS2013 and its influence on associate-degree computer science curricula. The session will include a brief overview of the Core Tier-1 and Core Tier-2 CS2013 topics and attendees will primarily engage in an open dialog about which CS2013 topics and learning outcomes are most relevant to be included in a transfer curriculum. This CS2013 discussion will help inform the forthcoming update to Computing Curricular 2009: Guidelines for Associate-Degree Transfer Curriculum in Computer Science (www.capspace.org).

As directed by the ACM Education Board, the ACM Committee for Computing Education in Community Colleges (CCECC) is finalizing its curricular guidance for associate-degree Information Technology (IT) programs, consisting of core IT learning outcomes with associated assessment metrics. The competency model, influenced by international perspectives, is available from www.capspace.org, and waits Ed Board approval in Q3 2014.

At the direction of the Association for Computing Machinery (ACM) Education Board, the ACM Committee for Computing Education in Community Colleges (CCECC), has undertaken a project to produce IT curricular guidance which defines core IT competencies accompanied by well-designed assessment measures. To that end, the ACM CCECC convened a task force of subject matter experts from both academe and industry to define core IT learning outcomes which should be common to all associate-degree IT programs. Assessment consultants worked alongside these subject matter experts to create easy-to-use evaluation rubrics. The session will include an overview of the findings from this project including mappings to other curriculum models, as well as a discussion concerning curriculum, assessment and pedagogy of IT courses and programs at associate-degree granting institutions.

Directed by the ACM Education Board, the ACM CCECC (Committee for Computing Education in Community Colleges) has produced curricular guidance for associate-degree IT programs consisting of core IT learning outcomes with associated assessment rubrics. The learning outcomes express core IT competencies which should be common to all IT-related associate-degree programs. The three-tiered assessment rubrics provide further clarity and meaningful evaluation metrics for each outcome, as well as facilitate integration into assessment-based curricula. The outcomes have been influenced by current and future needs of business and industry, certifications, related curricula, and government and standards bodies, along with the intent of being adaptable, not overly technology specific, and having reasonable staying power. These results are being made available during the poster session, in the exhibit hall at the committee booth, and online at www.capspace.org.