For over 40 years, the ACM and IEEE-Computer Society have sponsored international curricular guidelines for undergraduate programs in computing. The rapid evolution and expansion of the computing field and the growing number of topics in computer science have made regular revision of curricular recommendations necessary. Thus, the Computing Curricula volumes are updated on an approximately 10-year cycle, with the aim of keeping curricula modern and relevant. The latest volume in the series, Computer Science Curricula 2013 (CS2013), is due for release in the Fall of 2013. This panel seeks to inform the SIGCSE community about the final version of the report, provide insight on interpreting the CS2013 guidelines, and give guidance regarding how the guidelines may be implemented at different institutions.

The ACM/IEEE-Computer Society CS2013 Computer Science Curricula task force is working to update the previous curricular guidelines published in 2008 and 2001. The CS2013 guidelines are scheduled to be published in the latter half of 2013. This special session is devoted to exploring the guidelines with an emphasis on migrating current curricula to curricula aligned with the new guidelines. A number of significant changes from the 2008 and 2001 guidelines have been made, including the addition of new knowledge areas (including Parallel and Distributed Computing and Security and Information Assurance) as well as the reorganization and refactoring of previous areas to create a Systems Fundamentals area and a Software Development Fundamentals area. These changes are intended to identify significant changes in the computing field over the past decade, look forward to future changes, provide greater flexibility in the design and implementation of Computer Science curricula, provide stronger guidance with respect to student outcomes, and provide diverse examples of fielded curricula.

Beginning with the publication of Curriculum 68, ACM and IEEE-Computer Society have sponsored various efforts to establish international curricular guidelines for undergraduate programs in computing. Work on the next volume, Computer Science 2013 is well underway, with the Ironman draft out shortly before SIGCSE 2013. The Ironman draft includes course and curricular exemplars, which should serve as a rich resource for those trying to meet the curriculum standards. This special session highlights the exemplar section of the Ironman report through a description of its purpose, presentation of several exemplars, and an invitation to the SIGCSE community to participate by submitting exemplars and providing feedback on what they would find useful in this section of the CS 2013 final report.

For over 40 years, the ACM and IEEE-Computer Society have sponsored the creation of international curricular guidelines for undergraduate programs in computing. These Computing Curricula volumes are updated approximately every 10-year cycle, with the aim of keeping curricula modern and relevant. The next volume in the series, Computer Science 2013 (CS2013), is currently in progress. This panel seeks to update and engage the SIGCSE community in providing feedback on a complete draft of the CS2013 report (called the Ironman report), which will be released shortly before SIGCSE. Since the Ironman report is the penultimate draft of the CS2013 report, this panel is an especially important venue for starting the last round of feedback that will impact the final CS2013 curricular guidelines.

Work began in late 2010 on a project to revise the ACM/IEEE-Computer Society Computer Science volume of Computing Curricula 2001 and the interim review CS 2008. The new guidelines for computer science are scheduled for release in 2013. This interactive session will give the computing education community an opportunity to review current working documents created by the CS2013 Steering Committee and thus influence the CS2013 volume scheduled for release in 2013. The Strawman draft of CS2013 was released in early 2012, containing new knowledge areas as well as significant updates to previous knowledge areas. The Steering Committee will present the Strawman draft and discuss changes to that draft that are being considered as a result of the first round of public comments. The majority of the session will be devoted to engaging attendees in guided discussions of sections for which additional community input is particularly relevant.

Beginning over 40 years ago with the publication of Curriculum 68, the major professional societies in computing--ACM and IEEE-Computer Society--have sponsored various efforts to establish international curricular guidelines for undergraduate programs in computing. As the field has grown and diversified, so too have the recommendations for curricula. There are now guidelines for Computer Engineering, Information Systems, Information Technology, and Software Engineering in addition to Computer Science. These volumes are updated regularly with the aim of keeping computing curricula modern and relevant. In the Fall of 2010, work on the next volume in the series, Computer Science 2013 (CS2013), began. Considerable work on the new volume has already been completed and a first draft of the CS2013 report (known as the Strawman report) will be complete by the beginning of 2012. This panel seeks to update and engage the SIGCSE community in providing feedback on the Strawman report, which will be available shortly prior to the SIGCSE conference.

Project retrospectives are an established “best practice” in software process improvement. As a tool for learning how to perform better as a development organization, retrospectives may provide an additional learning opportunity for students in software engineering project courses. This paper describes a project retrospective approach that has been adapted to the academic setting. Academic project retrospectives not only provide students with the opportunity to reflect on their project performance, it gives the instructor additional information on improving the delivery, management, and learning outcomes. Key elements and suggestions f or improvements of the retrospective are described.

Work began in late 2010 on a project to revise the ACM/IEEE-Computer Society Computer Science volume of Computing Curricula 2001 and the interim review CS 2008. The new guidelines for computer science are scheduled for release in 2013. This interactive session will give the computing education community an opportunity to review current working documents created by the CS2013 Steering Committee and thus influence a draft of the CS 2013 volume scheduled for release in December 2011. In early 2011, the Steering Committee began an extensive review of the Body of Knowledge and Characteristics of Graduates sections that are key parts of this series of curriculum volumes. New Knowledge Areas are being defined (Parallel and Distributed Computing, Security and Information Assurance, and Systems Fundamentals) and existing areas are being reorganized and updated. The Steering Committee will present a draft of the new Body of Knowledge as part of this session and will engage attendees in guided discussions of sections for which community input is particularly relevant. Similarly, a draft of the new Characteristics of Graduates description will be presented and discussed as part of the session.

Following a roughly 10 year cycle, the Computing Curricula volumes have helped to set international curricular guidelines for undergraduate programs in computing. In the summer of 2010, planning for the next volume in the series, Computer Science 2013, began. This panel seeks to update and engage the SIGCSE community on the Computer Science 2013 effort. The development of curricular guidelines in Computer Science is particularly challenging given the rapid evolution and expansion of the field. Moreover, the growing diversity of topics in Computer Science and the integration of computing with other disciplines create additional challenges and opportunities in defining computing curricula. As a result, it is particularly important to engage the broader computer science education community in a dialog to better understand new opportunities, local needs, and novel successful models of computing curriculum. The last complete Computer Science curricular volume was released in 2001 [3] and followed by a review effort that concluded in 2008 [2]. While the review helped to update some of the knowledge units in the 2001 volume, it was not aimed at producing an entirely new curricular volume and deferred some of the more significant questions that arose at the time. The Computer Science 2013 effort seeks to provide a new volume reflecting the current state of the field and highlighting promising future directions through revisiting and redefining the knowledge units in CS, rethinking the essentials necessary for a CS curriculum, and identifying working exemplars of courses and curricula along these lines.

This paper presents an approach to support run-time verification of software systems that combines two existing tools, Prospec and Java-MaC, into a single framework. Prospec can be used to clarify natural language specifications for sequential, concurrent, and nondeterministic behavior. In addition, Prospec assists the user in reading, writing, and understanding formal specifications through the use of property patterns and visual abstractions. Prospec automatically generates specifications written in Future Interval Logic (FIL). Java-MaC monitors Java programs at runtime to ensure adherence to a set of formally specified properties. Safety properties of a program are specified in the formal language Meta-Event Definition Language (MEDL). Java-MaC generates runtime components from specifications. The components are used to instrument the target program and determine whether the execution of the program violates any of the safety properties. This paper describes an algorithm for translating FIL formulas into MEDL formulas. It provides the transformation rules used by this algorithm, and it demonstrates the general correctness of the translation.

The SSP is a hardware implementation of a subset of the JVM for use in high-consequence embedded applications. In this context, a majority of the activities belonging to class loading, as it is defined in the specification of the JVM, can be performed statically. Static class loading has the net result of dramatically simplifying the design of the SSP, as well as increasing its performance. Because of the high consequence nature of its applications, strong evidence must be provided that all aspects of the SSP have been implemented correctly. This includes the class loader. This article explores the possibility of formally verifying a class loader for the SSP implemented in the strategic programming language TL. Specifically, an implementation of the core activities of an abstract class loader is presented and its verification in ACL2 is considered.

A goal of runtime software-fault monitoring is to observe software behavior to determine whether it complies with its intended behavior. Monitoring allows one to analyze and recover from detected faults, providing additional defense against catastrophic failure. Although runtime monitoring has been in use for over 30 years, there is renewed interest in its application to fault detection and recovery, largely because of the increasing complexity and ubiquitous nature of software systems. We present taxonomy that developers and researchers can use to analyze and differentiate recent developments in runtime software fault-monitoring approaches. The taxonomy categorizes the various runtime monitoring research by classifying the elements that are considered essential for building a monitoring system, i.e., the specification language used to define properties; the monitoring mechanism that oversees the program's execution; and the event handler that captures and communicates monitoring results. After describing the taxonomy, the paper presents the classification of the software-fault monitoring systems described in the literature.

Runtime monitoring is aimed at ensuring correct runtime behavior with respect to specified constraints. It provides assurance that properties are maintained during a given program execution. The dynamic monitoring with integrity constraints (DynaMICs) approach is a runtime monitoring system under development at the University of Texas at El Paso. The focus of the paper is on the identification of instructions at the object-code level that require instrumentation for monitoring. Automated instrumentation is desirable because it can reduce errors introduced by humans, it provides finer control over monitoring, and it allows greater control over instrumentation. The paper also discusses two other technologies associated with DynaMICs: the elicitation and formal specification of properties and constraint; and tracing property or constraint violations to the software engineering artifacts from which the constraints and properties were derived.

Deductive program synthesis systems based on automated theorem proving offer the promise of "correct by construction" software. However, the difficulty encountered in constructing usable deductive synthesis systems has prevented their widespread use. Amphion is a real-world, domain-independent program synthesis system. It is specialized to specific applications through the creation of an operational domain theory and a specialized deductive engine. This paper describes an experiment aimed at making the construction of usable Amphion applications easier. The software system Theory Operationalization for Program Synthesis (TOPS) has a library of decision procedures with a theory template for each procedure. TOPS identifies axioms in the domain theory that are an instance of a library of procedure and uses partial deduction to augment the procedure with the capability to construct ground terms for deductive synthesis. Synthesized procedures are interfaced to a resolution theorem prover. Axioms in the original domain theory that are implied by the synthesized procedures are removed. During deductive synthesis, each procedure is invoked to test conjunctions of literals in the language of the theory of that procedure. When possible, the procedure generates ground terms and binds them to variables in a problem specification. These terms are program fragments. Experiments show that the procedures synthesized by TOPS can reduce theorem proving search at least as much as hand tuning of the deductive synthesis system.