Computing Curricula 2020 raises several challenges associated with making the design of computing curricula accessible for implementation across internationally diverse educational settings. Among these are limitations created by local languages, customs, and politics. As examples, a North American Computer Science degree generally translates to a European Informatics degree despite the definitions of these terms differing in English. Within English, for example, there are no standard definitions for references such as earning a certificate or via an accelerated degree. The ACM Globalization of Computing Curricula task force is charged with understanding factors that limit the global diversity of curricular recommendations and with developing mechanisms to facilitate dialog among international stakeholders. Following a brief introduction summarizing the task force's progress, BoF attendees will be divided into facilitated breakout groups. These groups will be asked to suggest and discuss ideas that will advance mechanisms and dialog to promote the globalization of computing curricula. Facilitators will report back to the larger group, items considered to be of significance with ample time for additional feedback from other participants. As the objective of this BoF is to capture as much input as possible from a broadly diverse group of SIGCSE attendees, each BoF activity will be designed to encourage participation among all attendees. Any SIGCSE attendee with an interest in making curricular computing recommendations accessible to a more globally diverse community is invited to attend this BoF.

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.

The latest in the series of computer science curricular guidelines produced by the ACM in collaboration with IEEE-Computer Society and the AAAI is CS2023 (csed.acm.org). Given that generative AI had only been available for a short while at the time of publication of CS2023, the task force that drafted CS2023 could at best speculate on its impact on the curricular guidelines. Two years later, this special session explores how the design of some of the knowledge areas of CS2023 most affected by generative AI could/should change in terms of content, pedagogy, assessment and policies. Given the ubiquity of generative AI in computer science education and its rapid evolution, re-examination of its impacts on computer science curriculum on an ongoing basis is both warranted and needed.

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.

The current ACM/IEEE/AAAI Computer Science Curricula is approaching ten years of age. The CS2023 Steering Committee began efforts to update this important document in spring 2021 (csed.acm.org). The aim of this session is to seek feedback from the community on an advanced draft of the Society, Ethics and Professionalism (SEP) knowledge area. Much has transpired in the last decade within these domains including the role of social media in our daily lives, professional roles, and even our elections. Today, fake news, data leaks, hacks, and scandals involving personal information are rife. The impact of computing on society has never been more high-stakes, our ethics have never been tested in these ways, and the need for up-to-date professionalism has never been greater. In this light we seek to gather as many diverse views as possible to help us shape a Society, Ethics & Professionalism knowledge area that can serve the community and our students for the next decade.

This paper posits that the Algorithms and Complexity (AL) knowledge area in theComputer Science Curricular 2013 report contains several "flaws" concerning the teaching of computability theory that should be corrected in the upcoming CS202X curricular report. These flaws undermine the understanding and appreciation of computability theory that computer science graduates are expected to have. Specifically, it is argued that two of these flaws contribute to a theoretical knowledge gap in a significant percentage of CS graduates and a third contributes to a missed pedagogical opportunity to increase a graduate's understanding and appreciation of computability and the Church-Turing thesis. Evidence for the impact of these flaws is based on an existing survey of Bachelor of Science in Computer Science (BSCS) programs and a new study presented in this paper of required computation theory courses in five-hundred BSCS programs. Proposed resolutions to these flaws are presented as simple curricular changes for CS202X and the introduction of a two-tiered course unit, which utilizes a multiple external representation pedagogy to teach multiple models of computability and the Church-Turing thesis. This unit is derived from experience with using this approach in a Computation Theory course.

For six decades, ACM and the broader computing community has established guidelines for Computer Science (CS) curricula. In Spring 2021, a CS202X Steering Committee was formed with the goal of establishing new curricular guidelines that will lead CS education for the next decade. As part of CS202X, an Algorithms (AL) subcommittee is focused on revising the AL topics and learning outcomes specified in Computer Science Curricula 2013. As the CS body of knowledge continues to grow, a healthy debate has emerged regarding how to prioritize the discipline's expanding topics for potential inclusion in CS202X. Towards this end, the objective of this BoF session is to seek feedback from members of the SIGCSE community concerning the AL knowledge and competencies that should be included in the new CS202X guidelines. Possible discussions include: should all graduates know Turing Machines, the Halting Problem, Big-O Complexity, or be able to differentiate Divide-and-Conquer from Transform-and-Conquer strategies; should newer algorithmic approaches addressing bias, fairness, and privacy be included in the curriculum; what are we missing; and what is obsolete, and if we cannot include it all, what goes? The entire computing community must assist in deciding such questions and their answers. Attend this BoF and take pride in shaping the curricular guidelines of CS education for the next decade.

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].

In May and June 2021, the author conducted a survey of the computing and mathematical graduation requirements of 500 Bachelor of Science in Computer Science ( BSCS ) programs in the U.S. to determine alignment among these requirements and those recommended by ACM/IEEE-CS’s Computer Science Curricula 2013 guidelines and ABET’s Criteria for Accrediting Computing Programs 2021–2022 curricular criterion. Specifically, computing and mathematics credit-hour and course graduation requirements were determined for ABET-accredited and non-accredited BSCS programs within public and private universities. As (i) curricular guidelines are recommendations that do not have to be followed, (ii) curricular accreditation criteria are minimal constraints that may be exceeded, and (iii) non-accredited programs may choose to meet or exceed curricular accreditation criterion, it is possible that graduating computer science students are exposed to similar, or a wide variety, of coursework and associated topics. The survey results presented in this article provide broad answers to these three curricular possibilities. In turn, these results can contribute to future discussions concerning the perceived value of accreditation to students and industry stakeholders, allow educators in computer science departments to compare their curriculum to a large sample of other universities, and provide curricular committees additional insight into how various curricular guidelines are realistically being used.

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.

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)[7] 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[9, 10]. 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.