The recently released CS2023 Curriculum Guidelines propose a "CS Core" of topics that any student with a bachelor's degree in Computer Science must know. While the process of generating CS2023 included multiple rounds of feedback from the CS community, the end result is necessarily the result of compromise and may not meet the needs of all institutions. In particular, the size of the CS Core, as measured in instructional time or courses, may not be consistent with all programs. Small programs with limited faculty, liberal arts programs wishing to ensure space for academic exploration, or departments wanting to explore less traditional curricular structures may find a large CS Core limiting. The 2024 report "Piecing Together the Next 15 Years of Computing Education" edited by Decker and Weiss discusses the challenges of our increasingly "overstuffed curricula" and the barriers this can erect against broadening participation in computing.

ACM/IEEE curriculum guidelines for computer science, such as CS2013 or the forthcoming CS2023, provide well-researched and detailed guidance about the content and skills that make up an undergraduate computer science (CS) program. Liberal arts CS programs often struggle to apply these guidelines within their institutional context and goals. Historically, this has been addressed through the development of model CS curricula tailored for the liberal arts context. We take a different position: that no single model curriculum can apply across the wide range of liberal arts institutions. Instead, we argue that liberal arts CS educators need best practices for using guidelines such as CS2023 to inform curriculum design. These practices must acknowledge the opportunities and priorities of a liberal arts philosophy as well as a program's mission and identity. This paper reviews the context and motivation behind computing in the liberal arts. We also review the history of liberal arts CS educators and ACM/IEEE curriculum guidelines. We present data and trends about liberal arts computing programs, discussing how this informs curriculum design. Finally, we propose a process that guides programs to work with curriculum guidelines through the lens of institutional and program missions and identities, goals, and situational factors.

Primarily undergraduate institutions (PUIs), including liberal arts colleges, provide a faculty career path distinct from that of faculty at research universities. Since PhD advisors often lack PUI experience, and PhD students may lack access to mentors at PUIs, this paper serves as a resource for those who want to pursue a tenure-track position at a primarily undergraduate institution. The paper includes information about the benefits and challenges of PUI careers, why departments hire, how to interpret the job advertisement, how applications are read by the search committee, the interview stages, offers, and negotiations. While this paper does not address computing education directly, it addresses the R1 to PUI pipeline which impacts undergraduate education in computer science. The advice presented in the paper is based on common attributes of the tenure-track search process at four PUIs.

For the past four years, we have taught a reimagined software design course with typical and atypical components. Projects form the core of the course: Students work in teams of 4-6 people to develop non-mission-critical software for local non-profits, building their engagement with the community and helping them understand the broader impact of their work. These projects require multiple semesters to complete. Since students typically enroll for the course for one semester, this model gives students the novel experience of legacy software. We also provide each team with an alumni mentor who helps them navigate not only technical problems but also the challenges of working with a real-world, non-technical client. These aspects of the course also develop our students' soft skills. They learn to work with a team, to communicate with non-technical clients, to work with remote collaborators (or mentors), and to think ahead to those who will take on the project in the next semester. As we tell our students, these skills are often as crucial as their technical skills. In this paper, we report on the design of the course and describe some of the challenges associated with this model (e.g., projects that inadvertently reveal information, clients who switch management or expectations, and projects that become obsolete) and provide suggestions for those who might want to adopt a similar approach.

This Workshop is intended to be a generative space for participants to create a module on ethics in a Computer Science course of their choice. Participants will choose an existing course in the typical CS curriculum; and coalesce around common themes to create a module that integrates critical reflection on ethical choices and societal impact of computing with the practice of computing. The workshop will offer a space to collaboratively work on designing an ethics module for a CS course chosen by the participants. The ethics module would integrate teaching specific concepts and practices in computing alongside a critical reflection of these practices. Ideally, these modules would be flexible enough to fit into curricula at various institutions.

How can CS faculty at liberal arts colleges better communicate with colleagues and the public about the value our institutions offer? Liberal arts colleges play an important role in undergraduate CS education. Liberal arts skills are widely valued in the tech industry, many liberal arts undergraduates go on to earn Ph.D.s in STEM, and many of the educational innovations presented at SIGCSE are developed by liberal arts faculty. Yet, our colleagues at research universities often misunderstand what we do at liberal arts colleges. And while we see the liberal arts and computer science as supporting each other, the popular media tends to portray them as diametrically opposed. These misconceptions limit our opportunities to attract new students and colleagues, as well as opportunities to contribute to public discourse about the important role of information technology in our society. In this BoF, we aim to collaboratively develop communication strategies for individual participants and for the liberal arts CS community as a whole.

Designing persuasive technology—that is, technology to change people's behaviors and attitudes—is seen as a morally risky venture. Recent work has begun to apply established approaches such as Value Sensitive Design (VSD) and Participatory Design, which guide the designer to deeply and deliberately engage with the needs and values of future users and other stakeholders. But with super-wicked problems such as global climate change, these approaches can mire the designer in analysis paralysis—particularly problematic as harmful effects of climate change are already upon us. Is sustainability, thus, an exception to the emerging consensus that ethical design proceeds slowly and cautiously? We argue not: whether caused by climate change, war, disease or injustice, human suffering always demands the swiftest response that is prudently possible. We argue for a mature balance between deliberation and action—especially when the consequences of action are unforeseeable but the consequences of inaction are unthinkable. We propose a route forward whereby practitioners may ethically realize the full persuasive potential of persuasive technologies: by adopting a VSD approach to cultivating values and fostering deliberation; by engaging in Participatory Design not with end-users, as is traditionally done, but with domain experts who can offer real insight into meaningful persuasive technology goals; by supporting collective action rather than preserving above all users' rights to opt out of persuasion; and by appealing to fear in cases where fear is integral to the narrative driving the persuasive technology goal, while promoting efficacy in the face of fear.

No abstract available.

Students who attend academic conferences can broaden their horizons, increase their commitment to the discipline, find role models and mentors, and gain concrete opportunities for work and study. However, attending one's first conference can be an overwhelming experience. We often focus on the procurement of funding to send students to conferences, and do not spend as much time considering what will happen once they get there. In this BoF, we will share strategies for guiding and supporting undergraduates to take full advantage of attending a CS conference.

With a growing awareness of the importance of Human Computer Interaction (HCI) and User Experience (UX) Design and Research in industry, many departments are examining ways to integrate this topic into their curriculum. What are the best ways to do this? Should HCI and UX be integrated into existing courses such as event-driven programming or mobile computing? Or should it be a separate course that integrates visual design, psychology and ergonomics? How important is this topic to students looking for internships and entry-level jobs? At what levels should these topics be taught in the curriculum? This is important as there is a growing demand in industry for User Experience specialists due to an increased focus on software quality and product success. A major complaint of employers is that this skill is lacking in many college graduates. Teaching computing students how to incorporate UX into the design and development process helps to address this critical need. This BOF will let participants share their ideas and learn from their peers. Some of the discussion leaders led a similar lively and enthusiastic discussion at SIGCSE 2013. Discussion spanned the role of HCI in the participants? various curricula; modules versus dedicated courses; projects versus standalone assignments; and textbooks, tools, and other pedagogical materials. Bringing together new and previous participants will bring new insights and expansion of these, including discussions of our recent experiences and lessons learned, as well as the broaching of new topics such as the roles of non-computing courses in HCI education.

With a growing awareness of the importance of Human Computer Interaction (HCI) and User Experience (UX) Design and Research in industry, many departments are examining ways to integrate this topic into their curriculum. What are the best ways to do this? Should HCI and UX be integrated into existing courses such as event-driven programming or mobile computing? Or should it be a separate course that integrates visual design, psychology and ergonomics? How important is this topic to students looking for internships and entry-level jobs? At what levels should these topics be taught in the curriculum? This is important as there is a growing demand in industry for User Experience specialists due to an increased focus on software quality and product success. A major complaint of employers is that this skill is lacking in many college graduates. Teaching computing students how to incorporate UX into the design and development process helps to address this critical need. This BOF will let participants share their ideas and learn from their peers. This is particularly relevant as the HCI Knowledge Area of the IEEE/ACM CS Curriculum 2013 is currently being developed. In fact, the chair of the HCI Knowledge Area (Sally Fincher) is seeking real examples of how HCI is taught in curricula across a variety of institutions and settings. After the BOF, we will share a summary of our BOF discussion with the chair.

As the Media Computing approach has shown, writing programs that make images excites a wide variety of students. In this paper, we report on five years of experience with a new approach to media computation, which we call "media scripting". In our introductory class, students build images by interactively scripting an application, so they can experiment easily and mix work "by hand" and "by code"; we collaborate with studio art faculty, so students build works meeting design criteria; and we emphasize multiple paradigms, so students make images using functional, declarative, imperative, and object-oriented techniques. Our approach has proven quite successful--enrollments are up (at least 33% in CS1, 50% in CS2) and we attract more women (currently 40% of the students in the first course, 25% of those in the second course). Other outcomes are equally positive. For example, comparative data show that our students gain significantly more confidence in their abilities than students in other introductory science courses.

This workshop will introduce a set of hands-on laboratory activities appropriate for a first Computer Organization course. Participants will work with real equipment: first implementing elementary digital circuits with TTL logic chips, and then programming AVR microcontrollers in assembly to drive fun accessories such as LEDs and speakers. Participants will not take equipment home afterwards, but will receive parts lists and vendor information. The workshop is intended for educators with little electronics background who are interested in incorporating electronics laboratories into their courses. Laptops (Linux, Mac, or Windows) will provide the programming environment for the AVRs. Free software will be available before the workshop. Participants will work in pairs. Laptop recommended.

upswing, Computer science teachers continue to strive for new examples and problems to interest millenials. The Media Computation approach (Guzdial 2003) has proven successful in attracting students in contexts from community colleges to R1 universities - students are clearly excited by writing programs that make images. In this project, take Media Computing in new directions: we have students build images by interactively scripting an application, which means that they can more easily experiment and mix work that they create "by hand" and work that they create "by programming"; we work collaboratively with studio art faculty, so students build works that must meet underlying design criteria; we teach using the workshop approach, so most classes involve students working in small teams on a set of problems; and we use a multi-paradigm approach - students make images using functional, declarative, imperative, and object-oriented techniques.

We report our experiences using the Scrum agile software development method in an undergraduate user-centered web development project. Our chief contributions are to report on using Scrum in a summer research setting as distinct from academic-year coursework and to consider the integration of Scrum and user experience (UX) development methods in a learning environment. Our experience with combining Scrum and UX was positive: this methodology gave our project a clear structure, kept us motivated, and focused us on developing a usable final product. We discuss our adaptations of Scrum to UX development and to the summer research setting, along with challenges we faced and lessons learned, to inform students and faculty who wish to apply such methods in future projects.

CC2001 and CC2008 recommend that an undergraduate computing curriculum include 16 hours related to social and professional issues. An ITiCSE 2010 Working Group discussed approaches for incorporating this material in the curriculum and outlined seven contrasting implementation cases. Also, Baldwin et al discuss the implementation of computing curricula at five different liberal arts colleges [TOCE, March 2010]. However, none of these provides specific implementation details for addressing social issues in a liberal arts computing curriculum. This paper identifies successful strategies from one college and begins a general discussion of teaching social issues of computing in a liberal arts setting.

The SIGCSE community has been exploring the role of multimedia to enhance computing education since the earliest algorithm visualization systems and studies [1]. Media Computation is a shift in focus [2]. Where algorithm visualization presents information to the student to facilitate their understanding, media computation is about having students manipulate media as the data for their programming, i.e., as the focus of the course activities. Students in media computation produce new images, sounds, and video. We aim to show that computer science is about more than numbers and strings. Computer science is also about creative expression. The original media computation work focused on using media to motivate non-computing majors [2]. The role of media in motivating student learning for computing education has broadened. Inventive teachers are using media computation for lots of different kinds of students, at different kinds of institutions, with a range of languages and toolkits. This special session is a mixture of "Five Minute Madness," science fair, and art gallery. Each participant will present how he or she is using media to motivate student learning, and some student work will be available for audience inspection

Value Sensitive Design and Participatory Design are two methodological frameworks that account for ethical issues throughout the process of technology design. Through analysis and case studies, this paper argues that such methods should be applied to persuasive technology---computer systems that are intended to change behaviors and attitudes.

No abstract available.

I report on my experiences with Just-in-Time Teaching (JiTT) in two systems courses and two design courses as a new instructor at a small liberal arts college. My purposes are threefold: to further raise awareness of JiTT in the computer science education community, to show instructors can achieve JiTT's goals with simple technology and preparation on the fly, and to consider strengths and limitations of the approach, particularly for new faculty. My experience has been very positive: classes have been fun, engaging, and conversational. Students have reported that they come to class better prepared and appreciate the opportunity to ask and discuss questions before class. Where others have warned of the high workload with this approach, my experience is that the workload is reasonable compared to preparing a new course from scratch; the approach discourages some types of overpreparation. For these reasons, I would recommend the approach for other new instructors.

We consider in some depth a common exercise for the first session of a typical introductory computer science course: The task of writing instructions to make a peanut butter and jelly sandwich. The exercise, although simple, can engage students and motivate a variety of topics important throughout the semester. We discuss reasons to use such an exercise on the first day of class, present lessons students can learn from the exercise, and give practical advice for the instructor who wishes to make the most of this exercise.

Pervasive computing provides an attractive vision for the future of computing. Computational power will be available everywhere. Mobile and stationary devices will dynamically connect and coordinate to seamlessly help people in accomplishing their tasks. For this vision to become a reality, developers must build applications that constantly adapt to a highly dynamic computing environment. To make the developers' task feasible, we present a system architecture for pervasive computing, called one.world. Our architecture provides an integrated and comprehensive framework for building pervasive applications. It includes services, such as discovery and migration, that help to build applications and directly simplify the task of coping with constant change. We describe our architecture and its programming model and reflect on our own and others' experiences with using it.

Pervasive computing, with its focus on users and their tasks rather than on computing devices and technology, provides an attractive vision for the future of computing. But, while hardware and networking infrastructure to realize this vision are becoming a reality, precious few applications run in this infrastructure. We believe that this lack of applications stems largely from the fact that it is currently too hard to design, build, and deploy applications in the pervasive computing space. In this paper, we argue that existing approaches to distributed computing are flawed along three axes when applied to pervasive computing; we sketch out alternatives that are better suited for this space. First, application data and functionality need to be kept separate, so that they can evolve gracefully, in a global computing infrastructure. Second, applications need to be able to acquire any resource they need at any time, so that they can continuously provide their services in a highly dynamic environment. Third, pervasive computing requires a common system platform, allowing applications to be run across the range of devices and to be automatically distributed and installed.