Computing for the Social Good in CS Education (CSG-Ed) is a pedagogy, growing in popularity, that reframes the assignments that students are given to develop their problem solving skills as ones that illustrate computing's social relevance and potential for positive societal impact. However, change, such as adopting a new pedagogy, is hard. Time is limited and workloads are always seemingly increasing, making it easy to forego the investment needed to change. An approach that can help overcome this is the adoption of an entrepreneurial mindset.

Every decade, a Steering Committee convenes tasked with creating new computer science curricular recommendations. As they work, they are faced with a plethora of wicked curricular issues and a short timeline to resolve these issues. A systemic literature review of the ten years preceding CS2023 reveals a small number of publications focused on curricular issues. Intentional discussion among the education community is ideal for addressing these wicked issues. Towards this end, ten unsettled representative wicked curricular issues faced by the CS2023 Steering Committee are introduce with the aim of motivating the community to engage in increased and intentional formal discussions regarding these issues. Preserving these discussions will improve the next curriculum. A framework for structuring such discussions is also offered.

There are many excellent reasons for incorporating social good activities throughout our CS curricula. Possibly the most important are the large number of pressing local/global issues facing society (e.g. climate change and related issues) which deserve the attention of the computing community, and in turn, demand the attention of computing educators. In addition, research suggests focusing on how computing can affect the social good can help broaden participation in computing. The problem is many CS educators both don't know where to start or how to create programming assignments around socially relevant themes, and believe that such activities can only be undertaken by advanced students in upper division courses, e.g. software engineering and capstone courses. The purpose of this special session is to equip participants with the easy to learn skills so they can begin incorporating socially relevant assignments/projects throughout the introductory computing sequence.

There are many excellent reasons for incorporating social good activities throughout our CS curricula. Possibly the most important are the large number of pressing local/global issues facing society (e.g. climate change and related issues)[8] which deserve the attention of the computing community, and in turn, demand the attention of computing educators. In addition, research suggests focusing on how computing can affect the social good can help broaden participation in computing [10, 11].

The effect of introducing a "Stakeholder Impact Visualization" into the Consider step of the CARE process in The ACM Code of Ethics and Professional Conduct is presented. This treatment increased the number and type of societal stakeholders identified and the number and type of requests for situational contextual made by computing students, when using the CARE process to consider an ethical decision contained in a malware case study.