Computing educators strive to align curricula with workforce needs yet rarely articulate how professional competencies, behaviors, and responsibilities develop across different educational pathways. As the community moves beyond the 2027 curriculum revision cycle, bridge pathways spanning vocational, undergraduate, graduate, and non-computing entry routes are rapidly expanding. At the same time, widespread AI use requires curricula to more explicitly address professional judgment, accountability, and ethical reasoning, in addition to technical skills. This working group brings participants together to map, compare, and synthesize real curriculum and pathway artifacts using shared academic and workforce frameworks. Participants will build a competency-oriented pathway framework, identify recurring bridge pathway designs and gaps, and produce practical, post-2027 guidance that supports coherent, scalable, and internationally transferable computing curricula.

This Innovative Practice Full Paper outlines the findings of a survey conducted at the Robert Gordon University (Scotland, UK), focusing on feedback from faculty members and reflections subsequent to the introduction of a Pass/Fail grading system in the CS1 curriculum within the School of Computing, complementing previous work done focussing on the same implementation from the student perspective. This study aims to understand the impact of this grading model on teaching and assessment practices, student engagement, and motivation from the perspective of the module coordinators involved in the foundation year modules where this grading model was implemented. Analysis of the data indicates a generally positive reception of the Pass/Fail grading model among staff members. They reported streamlined marking processes and simplified grading grids as notable advantages. However, concerns were voiced regarding potential student demotivation and the ambiguity in determining the Pass/Fail threshold, which matched results from the student survey. Staff also encountered challenges in adapting assessment designs, particularly in shifting away from traditional grading paradigms. By shedding light on these observations, this paper contributes insights into the intricacies and consequences of integrating a Pass/Fail grading system into the early stages of an undergraduate computing curriculum. It not only underscores the need for careful consideration of pedagogical shifts but also provides valuable guidance for future implementation strategies. In summary, this research delves into the experiences and perspectives of staff members directly involved in implementing the Pass/Fail grading model. By addressing both the benefits and challenges encountered, it offers a comprehensive understanding of the implications of such a grading system within the context of undergraduate computing education. This, in turn, can inform decision-making processes and refine pedagogical approaches for enhanced faculty experience. Moving forward, exploring longitudinal effects of the Pass/Fail grading model on student retention rates could offer deeper insights into its efficacy in preparing students for future endeavors. Moreover, investigating potential variations in perceptions and outcomes across different academic settings and/or contexts could yield valuable comparative analyses.

The field of data systems has seen quick advances due to the popularization of data science, machine learning, and real-time analytics. In industry contexts, system features such as recommendation systems, chatbots and reverse image search require efficient infrastructure and data management solutions. Due to recent advances, it remains unclear (i) which topics are recommended to be included in data systems studies in higher education, (ii) which topics are a part of data systems courses and how they are taught, and (iii) which data-related skills are valued for roles such as software developers, data engineers, and data scientists. This working group aims to answer these points to explain the state of data systems education today and to uncover knowledge gaps and possible discrepancies between recommendations, course implementations, and industry needs. We expect the results to be applicable in tailoring various data systems courses to better cater to the needs of industry, and for teachers to share best practices.

This Innovative Practice Full Paper investigates the implications of implementing a Pass/Fail marking scheme within the undergraduate curriculum, specifically across first year computing modules in a Scottish Higher Education Institution. The motivation for this implementation was to ease stress and pressure on students entering higher education, which became particularly relevant following the COVID-19 pandemic. The study reports on the results of a survey that gathered feedback from Stage 1 and Stage 2 students who experienced the Pass/Fail implementation, and results shows that students generally appreciate the Pass/Fail model, although for many, the benefits only become apparent once they are exposed to alternative grading models. A number of recommendations are made for the implementation of similar marking schemes within computing in Higher Education curricula.

This paper explores the potential for new work-based apprenticeship degrees to encourage more women into computing degrees and the IT sector. In the UK, women are currently under-represented on computing courses. Meanwhile the IT industry requires more computing graduates, in general, and specifically more highly skilled women to create appropriate products and systems. The UK has recently introduced apprenticeship computing degrees, where the apprentice is a work-based employee. In some models, apprentices spend 20% of their time on Higher Education studies and also gain credits through work-based learning; in others, apprentices spend blocks of time in Higher Education and the workplace. These degrees offer a new and innovative route to studying computing at university. Largely funded by employers, apprentices are salaried, and their fees are paid, paving the way for more people to study for a degree. The work context enables apprentices to keep their jobs (if relevant) or to move into IT roles and start a computing degree without necessarily having computing qualifications; the degrees have no upper age limit. Extending the work-based approach of US cooperative education and student work placement models, apprenticeship degrees have been introduced to increase skills levels through a close partnership between universities and employers. This is particularly important in IT, where the sector is expanding, and employers are looking for both good technical and personal skills. With this model, employers are collaboratively involved in the design of the degrees and apprentices graduate with extensive work experience.We posed the following research question: Are there differences in the paths into computing apprenticeship degrees between women and men? A survey was conducted with apprentices beginning a degree in Fall 2019: Cyber Security, Data Science, IT Management for Business, or Software Engineering/Development. Participants were asked about their routes into the apprenticeship and the IT sector. Apprentices at five universities in Scotland and one in Northern Ireland completed the survey, on paper or online (n=85; 23 female, 59 male).The results revealed a less severe gender imbalance than with comparative on-campus degrees (28% female), but this varied greatly across the subjects, from Data Science, where 55% of respondents identified as female and IT Management for Business (40% female), to Software Development (27% female) and Cyber Security (only 11% female). Apprentices were more likely to have started the degree at least a few years after leaving school and this was especially true for women. More female respondents had also been with their current employer for over five years. However, women were slightly more likely to have joined their employers in order to start the apprenticeship.This initial work identifies opportunities to recruit women onto computing degree apprenticeships, for example by targeting women who have started careers. It also highlights that there are challenges in recruiting women into certain subject areas, especially Cyber Security, but also Software Development. Exploring our respondents' motivations for choosing their subjects illuminates the gender balance challenge and indicates how degree apprenticeships can encourage more women into the IT sector.

The purpose of this proposal is to investigate the need for the increased focus on developing transferable and meta skills of Graduate Apprentice Computer Science students and how the advancements of technology can impact the need for this. The Fourth Industrial Revolution is evolving at an exponential rate and is shaping industry and the workplace. The need for developing higher-order skills more explicitly, rather than through the hidden curriculum, will be investigated to ensure students are prepared for the constantly changing landscape of the workplace.

Graduate Apprenticeship degree programmes look to overcome the segregation of learning and working, by integrating traditional education into the context of the work environment. This poster showcases a number of actions that were put into place to mitigate challenges that arose during the first run of these programmes.

Graduate Apprenticeships look to overcome the segregation of learning and working by integrating traditional education into the context of the work environment. This poster looks to highlight the importance of peer interactions, specifically for Online Distance Learners and how Robert Gordon University has implemented this within its GA programmes through on-campus days.

Graduates in CS are required to have a background in project management, but often this is taught as a theoretical module, with little "real-world" relevance. A Project Management module has been redeveloped around the idea of having a real client interact with the class throughout the module, to positive comments from staff and students alike.