This paper presents and advocates for an initiative to expand access to secure programming education. The Strengthening Workforce Education: Excellence in Programming Securely (SWEEPS) initiative, funded by the National Centers of Academic Excellence in Cybersecurity (NCAE-C) program, seeks to advance secure programming and help achieve security aims. SWEEPS establishes a secure programming curriculum and workforce development coalition of seven institutions across two CAE (Center of Academic Excellence) regions (Northeast and Southwest) and five states (California, Massachusetts, Maryland, Indiana, and North Carolina). This coalition includes industry-based stakeholders collaborating with the US Army and government agencies on various projects. SWEEPS draws on prior work establishing critical concepts in secure programming, assessment tools, learning aids, and system infrastructure. The initiative offers a series of interconnected, stackable learning experiences tailored for early to mid-career professionals looking to enhance their cybersecurity skills. These experiences, which include practical one-day workshops and comprehensive year-long graduate certificates, provide a reassuring path for upskilling in secure programming. This paper recommends the efficacy of stackable training approaches in secure programming by exploring the practices of targeting and training individuals with diverse proficiency levels of programming experience who would benefit from increased knowledge and training.

The ACM Education Board recently endorsed the ACM CCECC's Bloom's for Computing publication [2] which enhances the traditional verb list of Bloom's Revised Taxonomy [3] with computing-related verbs to facilitate the development of learning outcomes and competencies which enable more effective assessment of student achievement in the computing disciplines. The specific goals of this poster are a) to inform the global computing community about Bloom's for Computing and various opportunities it provides, and b) to invite members to contribute to the community by translating the Bloom's for Computing verbs into their native language and publicizing them throughout their language area.

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.

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 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.