Team-based capstones are a cornerstone of computing education, designed to prepare students for professional computing practice. The rapid adoption of Generative AI (GenAI) is reshaping how students plan, implement, test, and document their capstone work, raising new questions about workflows, team dynamics, assessment practices, and graduate readiness for using GenAI in the workplace. This Working Group (WG) investigates how GenAI is influencing capstone design and practice from the perspectives of students, early-career graduates, instructors, and employers. Using a mixed-methods approach, including a scoping literature review, cross-institutional surveys, and semi-structured interviews, the WG will examine how GenAI is currently integrated into capstone courses, how students use and perceive GenAI across the project lifecycle, how instructors are adapting task design, supervision, feedback, and assessment, and how employer expectations for GenAI competencies align with university preparation. The ultimate goal is to produce evidence-based guidance that helps educators realign capstone experiences with the realities of GenAI-integrated professional computing practice.

eam-based capstone projects are vital in preparing computer science students for real-world challenges by fostering teamwork, communication, and industry-relevant technical skills. However, their assessment presents challenges, such as aligning academic criteria with other stakeholders' expectations, evaluating individual contributions within teams, fairly addressing the diverse skills required, and determining the appropriate level of external partners' involvement in the evaluation process. Moreover, the high stakes of these projects necessitate transparent and equitable assessment methods that all stakeholders perceive as fair. Our working group (WG) aims to address the challenges of assessing capstone projects by examining the perspectives of instructors, students, and other stakeholders to ensure fair and effective evaluation. Building on insights from our previous WG and a comprehensive review of the literature, we will employ a mixed-methods approach to explore the issues faced by various stakeholders in assessing capstone projects and to capture both common challenges experienced (quantitative), and delve into nuanced individual experiences (qualitative). By conducting this research in a multi-national, multi-institutional context, we aim to capture a diverse range of global perspectives while accounting for the variation in capstone courses. Our goal is to provide actionable recommendations that enhance assessment practices, improve learning outcomes, and foster effective team collaboration in team-based capstone courses, ultimately preparing students for real-world challenges.

Capstone courses are an integral part of undergraduate and postgraduate degrees in the computing fields. They are designed to help students gain hands-on experience and practice professional skills such as communication, teamwork, and self reflection as they transition into the real world. Prior research on capstone courses has primarily focused on the experiences of the students. The perspectives of instructors who teach these capstone courses has not been explored much. However, an instructor's motivation and expectancy can have a significant effect on a capstone course quality. In this working group, we plan to use a mixed methods approach to understand the experiences of capstone instructors. Issues such as class size, industry partnerships, managing student conflicts, and factors influencing instructor motivation will be examined through a quantitative survey and semi-structured interviews with capstone teaching staff from multiple institutions across multiple continents. This global perspective will be used to develop a guiding framework on the different pedagogical approaches that can be used to enhance engagement and motivation for both staff and students in computing courses.

Computer science (CS) capstone courses offer students a valuable opportunity to gain hands-on experience in software development, practice essential soft skills, and enhance their employability prospects. They are a core component in many CS undergraduate degrees and address the ACM curricula requirements of inculcating professional dispositions in students and making them aware of the broader societal implications of computing. However, coordinating a capstone course, especially for a large student cohort, can be a daunting task for academic staff. It demands considerable time and energy for planning and coordinating activities between students, academic staff, and any external stakeholders. In this experience report, we outline the iterative development and refinement of our capstone course as it grew substantially in size over a span of six consecutive sessions. We outline the pedagogies that helped us to enhance student engagement and motivation in the course as assessed by end-of-course surveys and students' written reflections. We share the lessons that we have learnt and provide recommendations to educators who are designing new capstone courses or looking to scale existing ones.

Folk-wisdom in software engineering suggests that small functions that adhere to the principle of single-responsibility have several advantages over longer, monolithic functions, including improvement in code comprehension. Despite this widespread view, empirical research on the impact of functional decomposition on understanding code is sparse, yet it is central to software development practices.

Navigating source code, an activity common in software development, is time consuming and in need of improvement. We present CodeGazer, a prototype for source code navigation using eye gaze for common navigation functions. These functions include actions such as "Go to Definition'' and "Find All Usages'' of an identifier, navigate to files and methods, move back and forth between visited points in code and scrolling. We present user study results showing that many users liked and even preferred the gaze-based navigation, in particular the "Go to Definition'' function. Gaze-based navigation is also holding up well in completion time when compared to traditional methods. We discuss how eye gaze can be integrated into traditional mouse & keyboard applications in order to make "look up'' tasks more natural.

This poster presents a database of Malaysian signatures named SIGMA describing the strategies adopted in compiling it and its technical details. The database consists of over 6,000 genuine signature samples and over 2,000 forged signature samples of Malaysian nationals. The signature samples are collected simultaneously in both online and offline mode thereby eliminating the variation which is inevitable if the two modes are done at different times. This is particularly appealing to studies which are aimed at exploring the co-relationships between static signature features and their dynamic counterparts (that are derived from offline and online signature samples respectively). Furthermore, all forgeries in the database are ‘skilled forgeries’. The collection of only Malaysian signatures makes the database very useful for designing a signature verification system that is optimized to verify Malaysian signatures.