Community and Technical Colleges are pivotal two-year educational institutions within the United States. These colleges have been at the crossroads of numerous educational initiatives and partnerships, spanning K-12 education, traditional four-year colleges, and collaborations with various workforce and industry sectors. A highlight of Community Colleges lies in their diverse and heterogeneous student body, which is further shaped by the influence of workforce demands that guide the crafting of specific curriculum components. As a result of these dynamics, Community Colleges present a rich array of computing programs, among them Computer Science degrees, particularly the Associate in Science (AS) and Associate in Arts (AA) variations, commonly known as academic transfer degrees. These transfer-focused degrees are meticulously structured to harmonize learning outcomes, objectives, and competencies with the esteemed ACM/IEEE curricular guidelines. This alignment primarily aims to forge comprehensive two-year pathways that seamlessly bridge curricula and facilitate the transfer of credits to Computer Science programs at four-year institutions. Computer Science programs offered at the lower-division undergraduate level face curriculum-related challenges and emerging prospects while embracing the recommendations set forth by curricular guidelines such as ACM/IEEE-CS/AAAI CS2023. These challenges encompass factors like the allocation of transfer hours, the breadth of subject matter within computer science, and the evolving efforts to secure ABET accreditation for two-year computing programs. In this paper, authors from several community colleges present significant curricular and pedagogical challenges confronting Computer Science programs in two-year programs, additionally to contextualize the role of community colleges in the ACM/IEEE-CS/AAAI CS2023 project.

Community and Technical Colleges are two-year college institutions in the US that have been at the intersection of many educational initiatives and partnerships, such as K-12, four-year colleges, and workforce/industry partnerships. Community Colleges are notable for their diversity and heterogenous student population, but also for the workforce's influence to disseminate specific curriculum requirements. Therefore, community colleges offer a large variety of computing programs, including computer science degrees, notably Associate in Science (AS) and Arts (AA) (a.k.a. academic transfer degrees). Ideally, these transfer degrees align learning outcomes, objectives, and competencies to the ACM/IEEE curricular guidelines, mainly to create two-year programs, align curricula and ease transferability to four-year colleges. Due to the nature of these degrees, computer science education at the lower-division undergraduate level faces curriculum challenges and emerging opportunities while adopting curricular guideline recommendations. Some of these include the number of transfer hours, the scope of topics in computer science, and the most recent ABET accreditation efforts at the community college level. This discussion aims to identify and recognize additional significant challenges that computer science programs in community colleges face, particularly while adopting curricular guidelines recommendations, such as CS 2023. Moreover, the discussion on this matter will influence the recognition of curricular guidelines and considerations for two-year programs in computer science. Compilation of community colleges' viewpoints and feedback during this conversation will be considered part of the curricular practices "Community Colleges Perspectives: From Challenges to Considerations in Curricula Development" document, featured in the new version of the CS2023: ACM/IEEE-CS/AAAI Computer Science Curricula.

The critical shortage of cyber security professionals remains an unsolved problem. We need to greatly expand the community of faculty teaching in cybersecurity in order to meet the increasing demand for security professionals. The number of security-focused competitions and exercises has increased in recent years. As faculty we need to integrate them into our courses. Having a more unified environment and contributing to each other's educational projects will help. By bringing together new and experienced faculty we can build a community to engage in this work. We need to develop a critical mass of faculty, asking each other what we want from this learning community. As a learning community we can provide support for new members to learn about resources and help each other. These resources include exercises, webinars, and slides. We will share experiences, practices and ongoing efforts. The BoF also benefits experienced members, helping them to disseminate their work and reach other faculty with similar interests. As a community we have begun to discuss what works and what problems students and instructors have. The questions we will ask are, "What exercises have you tried? What are your experiences? What are you looking for from the community?"

We need to greatly expand the number of students studying cybersecurity in order to meet the increasing demand for security professionals. As a community, we can use our expertise and alliances with other fields to create interdisciplinary courses and modules to attract diverse students into cybersecurity. For example, Liberal Arts Colleges have a strong core general education curriculum that can be enhanced with cybersecurity concepts. On one hand, students from non-CS majors are important for the cybersecurity workforce as they will be shaping the policies and business processes that affect cybersecurity decisions. On the other hand, well rounded CS students that take interdisciplinary security courses and CS1 will be able to apply the concepts and solve today's complex security problems. This BoF will explore ideas for integrating the technical content of cybersecurity with political science, business, law, psychology, philosophy, international affairs, and others. Participants from colleges, universities and K-12 will be able to co-create plans for these interdisciplinary experiences.

In this special session, members of the ACM Joint Task Force (JTF) on Cybersecurity Education will provide an overview of the task force mission, objectives, and release a draft of the curricular guidelines. After the overview, task force members will engage session participants in the curricular development process and solicit feedback on the draft guidelines.

The ACM Committee for Computing Education in Community Colleges (CCECC) is updating the ACM curricular guidance for two-year transfer programs in computer science based on CS2013 with cybersecurity learning outcomes infused throughout. This BOF will provide a platform for two-year and four-year computer science faculty and academic administrators to discuss the newly revised associate-degree transfer guidance. The core task group writing the guidance consists of twelve community college faculty across the United States, led by the ACM CCECC and three task group leaders. The guidance has been informed by input from both two- and four-year educators in two rounds of public review and comment; a BOF, special session, and affiliated workshop at the prior two SIGCSE conferences; and international input at ITiCSE 2016. By SIGCSE 2017 the guidance will be in near-final form. The session will include an overview of the guidance, its relationship to CS2013, and infused cybersecurity. Discussion will center on implementing the guidance in two-year programs, gathering program exemplars, and facilitating transfer with four-year university partners.

In 2015, under the auspices of the ACM Education Board the Committee for Computing Education in Community Colleges (CCECC) began an effort to update the ACM Computing Curricula 2009: Guidelines for Associate-Degree Transfer Curriculum in Computer Science with inclusion of contemporary cybersecurity concepts. To this end, the CCECC established a task force of community college educators to review the ACM/IEEE Computer Science Curricula 2013 (CS2013) and identify foundational material in CS2013 that is appropriate for the first two years of a computer science education. To further inform the guidance, the CCECC administered surveys to a global audience of computer science educators to solicit input related to CS2013 knowledge areas (KAs) and knowledge units (KUs) and on cybersecurity topics, which are appropriate for associate-degree computer science transfer programs. The guidance has been through two rounds of public review and comment

We have been teaching cybersecurity using hands-on, interactive exercises that have successfully engaged students. However, in order to meet the increasing demand for security professionals, we need to greatly expand the community of faculty teaching in this area. We would like to bring together new and experienced faculty to do this. Ambareen Siraj has set up a dedicated Facebook group to allow us to work together outside of SIGCSE events, but we need to develop a critical mass of users. During the BoF, we will encourage participants to sign up for the closed group, and we will have an exercise where they ask and answer questions about what they want from this learning community. One benefit of having a learning community is that it will be easier to provide support for new members to learn about resources and get help. These resources include exercises, webinars, and slides. We will share experiences, practices and ongoing efforts, including our own (e.g. Security Injections, the Security Knitting Kit project, and EDURange). The BoF also benefits experienced members, helping them to reach other faculty with similar interests. As a community we have begun to share exercises and discuss what works and what problems students and instructors have encountered. For the last five years, we have been doing that at SIGCSE. We will discuss ways to integrate security-related exercises into existing courses. The questions we will ask are, "What exercises have you tried? What are your experiences? What are you looking for from the community?"

Under the auspices of the ACM Education Board, the Committee for Computing Education in Community Colleges (CCECC) is updating the 2009 ACM associate-degree curricular guidance in computer science with inclusion of contemporary cybersecurity concepts. The CCECC convened a task force of community college educators to develop the initial draft of the updated guidance, called StrawDog, using CS2013 as a starting point. CS2013 includes a new knowledge unit on information assurance and security. To inform the work, a survey on CS2013 foundational knowledge deemed appropriate for the first two years of a computer science (CS) education was administered to a global audience of CS educators. Preliminary survey results are presented for feedback and critique by the international community.

This panel presents varying global perspectives on the role of community colleges and 2- or 3-year technical schools (collectively called junior colleges here) in computing education. In some countries, students interested in a career in computing can obtain a 2- or 3-year degree instead of, or as a precursor to, a traditional Bachelor's degree. With representatives from five different countries and four different continents, the panel discusses the variety of pathways in computing education around the world, and in particular the role of community colleges and 2- or 3-year technical schools in these pathways.

We see teaching cybersecurity through hands-on, interactive exercises as a way to engage students. However, we also want to assess how much students are learning from these exercises, and the exercises themselves could be used to assess what students know. Creating new hands-on exercises requires significant preparation on the part of the instructor. As a community we have begun to share exercises and discuss what works and what problems students and instructors have encountered. The purpose of this BOF is two-fold: 1) to continue to bring together instructors who have developed hands-on exercises with those who would like to use them, and 2) extend the discussion to include assessment of student learning. We recognize that few CS programs can afford new required courses, so we will discuss ways to integrate security-related exercises into existing ones. This could include networking, OS, computer architecture, programming languages, software engineering, algorithms and programming (CS0, CS1, CS2). The questions we will ask are, "What exercises have you tried? What are your experiences? What are you looking for? What are the learning goals for your students? How do you assess them?"

In this special session, members of the ACM Joint Task Force on Cyber Education to Develop Undergraduate Curricular Guidance will provide an overview of the task force mission, objectives, and work plan. After the overview, task force members will engage session participants in the curricular development process.

No abstract available.

This paper provides background and context for our planned presentation and discussion that will explore the emerging computing-based discipline of cyber sciences, focusing on its relationship to software engineering. We will also discuss the relationship of the Cyber Education Project to other related work, how educators can get involved, accreditation of cyber sciences degrees, and more. Results of our discussion will be provided to the Cyber Education Project.

The CS 2013 curriculum includes Information Assurance and Security as a pervasive knowledge area. However, introducing security in lower level courses is challenging because of lack of appropriate teaching resources and training. This workshop will provide a well-tested strategy for introducing secure coding concepts in CS0, CS1, and CS2. We will introduce attendees to secure coding through hands-on exercises, and provide self-contained, lab-based modules designed to be injected into CS0-CS2 with minimal impact on the course (www.towson.edu/securityinjections). Participants will be encouraged to bring in their own syllabus and labs to modify to include secure coding concepts. The first 15 participants will be reimbursed for the workshop cost on attendance. Laptop recommended.

As directed by the ACM Education Board, the ACM Committee for Computing Education in Community Colleges (CCECC) delivered the final version of its curricular guidance for associate-degree Information Technology (IT) programs. The guidance, An ACM Competency Model of Core Learning Outcomes and Assessment for Associate-Degree Curriculum in Information Technology, includes core IT learning outcomes with associated assessment metrics. Examples of degree and certificate programs that align with the ACM core IT learning outcomes are part of a growing repository at CAPspace.org. These correlations demonstrate the adaptability of this competency-based curriculum approach to a variety of computing courses, certificates, and degree programs. The CCECC invites institutions to highlight their IT degree and certificate programs by submitting correlations at capspace.org/correlation/ using an easy-to-use web form.

The ACM Computer Science Curricula 2013 (CS2013) guidance for undergraduate degrees was released in December 2013. This BOF will provide a platform for two-year and four-year computer science faculty and academic administrators to discuss CS2013 and its influence on associate-degree computer science curricula. The session will include a brief overview of the Core Tier-1 and Core Tier-2 CS2013 topics and attendees will primarily engage in an open dialog about which CS2013 topics and learning outcomes are most relevant to be included in a transfer curriculum. This CS2013 discussion will help inform the forthcoming update to Computing Curricular 2009: Guidelines for Associate-Degree Transfer Curriculum in Computer Science (www.capspace.org).

We see teaching cybersecurity through hands-on, interactive exercises as a way to engage students. Some of the exercises that we have seen require significant preparation on the part of the instructor. Having a community makes it easier to share exercises, knowing what works and what problems students and instructors have encountered. The purpose of this BOF is to bring together instructors who have developed hands-on exercises, those who have used them and those who would like to. We recognize that few CS programs can afford new required courses, so we will discuss ways to integrate security-related exercises into existing ones. This could include networking, OS, computer architecture, programming languages, software engineering, algorithms and programming. The questions we will ask are, "What exercises have you tried? What are your experiences? What are you looking for?"

At the direction of the Association for Computing Machinery (ACM) Education Board, the ACM Committee for Computing Education in Community Colleges (CCECC), has undertaken a project to produce IT curricular guidance which defines core IT competencies accompanied by well-designed assessment measures. To that end, the ACM CCECC convened a task force of subject matter experts from both academe and industry to define core IT learning outcomes which should be common to all associate-degree IT programs. Assessment consultants worked alongside these subject matter experts to create easy-to-use evaluation rubrics. The session will include an overview of the findings from this project including mappings to other curriculum models, as well as a discussion concerning curriculum, assessment and pedagogy of IT courses and programs at associate-degree granting institutions.

Directed by the ACM Education Board, the ACM CCECC (Committee for Computing Education in Community Colleges) has produced curricular guidance for associate-degree IT programs consisting of core IT learning outcomes with associated assessment rubrics. The learning outcomes express core IT competencies which should be common to all IT-related associate-degree programs. The three-tiered assessment rubrics provide further clarity and meaningful evaluation metrics for each outcome, as well as facilitate integration into assessment-based curricula. The outcomes have been influenced by current and future needs of business and industry, certifications, related curricula, and government and standards bodies, along with the intent of being adaptable, not overly technology specific, and having reasonable staying power. These results are being made available during the poster session, in the exhibit hall at the committee booth, and online at www.capspace.org.

This session reports on a workshop convened by the ACM Education Board with funding by the US National Science Foundation and invites discussion from the community on the workshop findings. The topic, curricular directions for cybersecurity, is one that resonates in many departments considering how best to prepare graduates to face the challenges of security issues in employment and future research. The session will include presentation of the workshop context and conclusions, but will be open to participant discussion. This will be the first public presentation of the results of the workshop and the first opportunity for significant response.

No abstract available.

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 CS 2013 curriculum includes Information Assurance and Security as a pervasive knowledge area. However, introducing security in lower level courses is challenging because of lack of appropriate teaching resources and training. This workshop will provide a well-tested strategy for introducing secure coding concepts in CS0, CS1, and CS2. We will introduce attendees to secure coding through hands-on exercises, and provide self-contained, lab-based modules designed to be injected into CS0-CS2 with minimal impact on the course (www.towson.edu/securityinjections). Participants will be encouraged to bring in their own syllabus and labs to modify to include secure coding concepts. The first 15 participants will be reimbursed for the workshop cost on attendance. Laptop recommended.

We see teaching information security through hands-on, interactive exercises as a way to engage students. Some of the exercises that we have tried require significant preparation on the part of the instructor. Having a community makes it easier to share exercises, knowing what works and what problems students and instructors have encountered. The purpose of this BOF is to bring together instructors who have used hands-on exercises and those who would like to. We recognize that few CS programs can afford new required courses, so we would be discussing ways to integrate security-related exercises into existing ones. This could include networking, OS, computer architecture, programming languages, software engineering and algorithms. The questions we will ask are, "What exercises, if any, have you tried" What are your experiences? What are you looking for?

As directed by the ACM Ed Board, the ACM Committee for Computing Education in Community Colleges (ACM CCECC) is engaged in defining the core IT learning outcomes which should be common to all associate-degree IT programs, assembled into a framework of defined domains and accompanied by assessment rubrics. The results are now being made available.

The CS 2013 curriculum draft includes Information Assurance and Security as a pervasive knowledge area. However, introducing security in CS0 and CS1 is challenging because of lack of appropriate teaching resources and training. This workshop will provide a well-tested strategy for introducing secure coding concepts in CS0 and CS1. We will introduce attendees to secure coding through hands-on exercises, and provide self-contained, lab-based modules designed to be injected into CS0/CS1 with minimal impact on the course (www.towson.edu/securityinjections). Participants will be encouraged to bring in their own syllabus and labs to modify to include secure coding concepts. The first 15 participants will be reimbursed for the workshop cost on attendance. Laptop recommended.

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.

Social and professional principles were included in ABET computer science accreditation standards in 1987 and first appeared in the ACM/IEEE-CS Computing Curricula in 1991. This moderated panel presented the Social Issues and Professional Practice Knowledge Area (SP KA) of the 2013 ACM/IEEE-CS draft curricular guidelines for computer science. Specific knowledge units from the Ironman version were highlighted for discussion along with course and module exemplars

Teaching secure coding has never been more important. The CS2013 Ironman draft includes Information Assurance and Security as a new Knowledge Area and recommends that security be cross-cutting across all undergraduate computer science curricula. The Summit on Education in Secure Software recommended: 1) increasing the number of faculty who understand the importance of secure programming principles, and will require students to practice them; 2) integrating computer security content into existing technical and non-technical courses; and 3) using innovative teaching methods to strengthen the foundation of computer security knowledge. In this panel, we will speak to these recommendations and the new curricular guidelines and discuss the importance and challenges of teaching secure coding.

We see teaching cybersecurity through hands-on, interactive exercises as a way to engage students. Some of the exercises that we have seen require significant preparation on the part of the instructor. Having a community makes it easier to share exercises, knowing what works and what problems students and instructors have encountered. The purpose of this BOF is to bring together instructors who have used hands-on exercises and those who would like to. We recognize that few CS programs can afford new required courses, so we would be discussing ways to integrate security-related exercises into existing ones. This could include networking, OS, computer architecture, programming languages, software engineering and algorithms.

Nearly every facet of modern society depends heavily on highly complex software systems. The business, energy, transportation, education, communication, government, and defense communities rely on software to function, and software is an intrinsic part of our personal lives. Teaching software assurance and secure coding practices are significant challenges currently facing computer science educators. The Strawman version of the CS2013 curricular volume recognizes this vital need and has included a new knowledge area to specifically address software and information assurance in undergraduate computer science education. Also recognizing the importance of the software assurance discipline for protecting national infrastructures and systems, the U.S. Department of Homeland Security (DHS) has identified the growing need for skilled practitioners in this area. At the direction of the DHS, the Software Engineering Institute at Carnegie Mellon University initiated the Software Assurance Curriculum Project. Session leaders will share curricular materials from this project and will facilitate active discussion centered on infusing software assurance into introductory computer science courses at two-year and four-year colleges and universities. The latest curricular volume published September 2011 will be distributed at the session and includes a review of related curricula, outcomes and body of knowledge, expected background of target audiences, and outlines of six courses. These curricular materials are also available online at www.sei.cmu.edu/library/abstracts/reports/11tr017.cfm.

The ACM/IEEE-CS 2001/2008 computer science curricular guidelines are in the process of being updated and the strawman version of CS2013 will be unveiled at SIGCSE 2012. Inclusion of the ethical, societal and professional responsibility issues dates back to Computing Curricula 1991. This poster session will present the revised Social and Professional issues knowledge area and provide a means for any SIGCSE community member to provide feedback directly to SIGCAS and the CS2013 steering committee. Specific core and elective knowledge units, topics and learning outcomes will be delineated. The current state of the discipline and the profession were examined to provide contemporary guidance for the education of ethical behavior, professional practice and societal impact for computer science majors.

At the request of and funded by the US National Science Foundation, the ACM Committee for Computing Education at Community Colleges (www.acmccecc.org) conducted the Strategic Summit on the Computing Education Challenges at Community Colleges. The Report of Findings from the Summit will provide the impetus for future grant proposals to available funding sources. The objective is to share the Report of Findings, including those elements that are most relevant to faculty at four-year colleges and universities. The presenters will facilitate a discussion on an individual basis with computer science educators on topics from the report centered on the major challenges and associated opportunities. Attendees should come away from the session with ideas for crafting future funding proposals.

This poster presentation features revised associate-level transfer curriculum guidelines in computer science that were recently updated by the Two-Year College Education Committee (TYCEC). These guidelines will be available online in a Web 2.0 format. As a standing committee of the ACM Education Board, the TYCEC has been for two decades developing curricular guidelines for associate-degree computing programs worldwide.

This poster presentation will feature draft curriculum guidelines recently developed by the Two-Year College Education Committee (TYCEC), a standing committee of the ACM Education Board. The TYCEC is charged with developing and updating computing curricula guidelines for associate-degree granting institutions worldwide. To this end, the TYCEC is in the process of substantial revisions of the associate-level curriculum guidelines for transfer Computer Science degree programs and career Information Technology degree programs.

This poster presentation highlights the curricular resources available from the Two-Year College Education Committee (TYCEC), a standing committee of the ACM Education Board. This Committee is charged with developing computing curricula for associate-degree granting institutions. To this end, the TYCEC has published curriculum guidelines in each of the computing sub-disciplines: Computer Science, Information Technology, Computer Engineering, Information Systems, and Software Engineering.

This poster presentation showcases the accomplishments of the Two-Year College Education Committee (TYCEC), highlights the 2005 - 2006 curricular activities, and illustrates a typical two-year college education model in North America.

This poster presentation showcases the curricular guidelines developed by the Two-Year College Education Committee (TYCEC), a standing committee of the ACM Education Board.

This poster presentation showcases the recent accomplishments of the Two-Year College Education Committee, a standing committee of the ACM Education Board.

This poster presentation showcases a current project of the Two-Year College Education Committee, a standing committee of the ACM Education Board.