In response to the enrollment surge that started in many CS depart- ments around 2006, the Computing Research Association published a report on "Generation CS", which named a pervasive theme in computing education: more and a greater diversity of students are seeking computing education, even if not as traditional CS ma- jors. However, our curricula and departments have stayed much the same. We still mostly prepare students for software develop- ment jobs in the technology industry, while we rarely identify the damage that same industry has caused in our democratic societies. How do we do better? How do we change to meet the needs of a changing society? What strategies should we apply? We know that large-scale change will require structural shifts, but such shifts are likely to be slow and expensive, whereas smaller, "boots on the ground" initiatives can positively impact individuals but do little to change the systems that underlie the deeper-seated problems in computing. Navigating this paradox is imperative to our success as a field. Our panel will address the big questions about how to make structural changes in computing education in order to meet the greater needs of Generation CS.

In 2017 the Advanced Placement CS Principles course had the most successful launch of any AP course in history. In its first three years more than 220,000 students have sat for the exam and the course has successfully increased participation among women and other traditionally underrepresented groups in AP computer science. Like any breadth-first CS course the AP CSP curriculum requires regular updating and in this panel we will discuss changes coming for the 2020 academic year. We will share perspectives from the College Board and higher education faculty with the goal of providing audience members a better understanding of the nature of the course's first round of updates and the motivation behind them.

This workshop will introduce our Accessibility Learning Labs (ALL). The objectives of this collaborative project with The National Technical Institute for the Deaf (NTID) are to both inform participants about foundational topics in accessibility and to demonstrate the importance of creating accessible software. The labs enable easy classroom inclusion by providing instructors all necessary materials including lecture and activity slides and videos. Each lab addresses an accessibility issue and contains: I) Relevant background information on the examined issue; II) An example web-based application containing the accessibility problem; III) A process to emulate this accessibility problem; IV) Details about how to repair the problem from a technical perspective; V) Incidents from people who encountered this accessibility issue and how it has impacted their life.

No abstract available.

The demand for cybersecurity professionals is projected to grow substantially, with the US Bureau of Labor Statistics reporting that employment in cybersecurity within the US will grow by 18% from 2014 to 2024, much faster than the average for all occupations. As creating a cyberspace workforce has become a matter of national security for every country, cybersecurity needs to be taught at all levels, to all students, in the educational system. The good news is that cybersecurity is also a topic that students from a wide variety of backgrounds find interesting, and as a result, it motivates them to study computing too. Over the past two decades, there has been an increased effort worldwide to incorporate computer science and computational thinking into the middle and high school curriculum. The CS10K initiative in the US has led to projects to introduce computer science at the K-12 educational level. One of these initiatives, the new Advanced Placement (AP) course in Computer Science Principles (CSP), was designed to introduce computer science in an engaging way, show students how computing is relevant in their lives, and to attract a diverse group of students to computing. The CSP Curriculum Framework allows for multiple implementations of the CSP course, permitting course designers to develop courses to engage and attract specific groups of students and that focus on specific themes in computing. This paper describes an approach to develop a new CSP course, CyberCSP, which integrates cybersecurity first principles throughout the course. The approach builds on an CSP course that was created from a previous collaboration between the Computer Science Department at Rochester Institute of Technology, Rochester, New York, and the Webster Central School District in Webster, New York. The paper discusses the background, details of the earlier CSP course, how relevant cybersecurity content was identified, and then integrated into the CSP course to create the CyberCSP variant of the Computer Science Principles course.

This workshop focuses on the NSF proposal review process. Via close examination of the review process, participants gain an understanding of how to write good reviews and how to improve their own proposal writing. The workshop covers the following topic areas: the proposal review process from submission of a proposal to award or decline; elements of a good review; NSF merit criteria (intellectual merit and broader impacts); elements of a good proposal; and how to volunteer to review proposals.

This workshop focuses on the NSF proposal review process. Via close examination of the review process, participants gain an understanding of how to write good reviews and how to improve their own proposal writing. The workshop covers the following topic areas: the proposal review process from submission of a proposal to award or decline; elements of a good review; NSF merit criteria (intellectual merit and broader impacts); elements of a good proposal; and how to volunteer to review proposals.

College Board has joined national efforts to improve the state of STEM education, in particular to address the challenge of increasing participation with a diverse population of computer scientists to meet the growing demands of the field of computing. The Advanced Placement (AP) Program is pleased to endeavor in enhancing AP Computer Science offerings by maintaining college level integrity and addressing issues of equity and access for students and teachers. In addition to the established AP Computer Science A course, the AP Program is engaged in the development of a forthcoming AP Computer Science Principles course. The additional option for high school students to study college level computing will provide more students with an opportunity to be introduced to important computer science concepts, gain a broader perspective of the field of study, and have access to a larger pathway into computing. This session will review information regarding the AP Computer Science A course and will discuss plans for collecting feedback from college faculty regarding course content and approaches to programming techniques and languages. It will then discuss the new Computer Science Principles course and plans for the development and launch of the course and exam. The session will conclude with a Q&A session addressing questions regarding both courses. The session will be moderated by Lien Diaz from the AP Program at the College Board.

This BOF will provide an opportunity for high school and college faculty to discuss the AP CS A curriculum and to explore possibilities for collaborations and outreach activities between high schools and colleges.

This workshop focuses on the NSF proposal review process. Via close examination of the review process, participants gain an understanding of how to write good reviews and how to improve their own proposal writing. The workshop covers the following topic areas: the proposal review process from submission of a proposal to award or decline; elements of a good review; NSF merit criteria (intellectual merit and broader impacts); elements of a good proposal; and how to volunteer to review proposals. The workshop uses a structured guided-interactive methodology to lead participants through each topic by introducing related issues, engaging participants in group exercises designed to explore and share their understanding of the issues, and then providing some "expert" opinion on these issues. Good and bad examples and a Top Ten List of Do's and Don'ts will be provided.

This session will provide information about the current status of Federal budget as it impacts NSF and the computing community. Representatives from both Education and Human Resources (EHR) and Computer and Information Science and Engineering (CISE) directorates will provide the most up-to-date information about available funding opportunities.

The Advanced Placement (AP) Computer Science (CS) A Development Committee is replacing the large case study (GridWorld) with a hands-on structured lab component with the following characteristics: At least three labs explore computing in context at a significant level, building upon supplied code that provides examples of good style and appropriate use of programming language constructs. -- Each lab contains a significant problem-solving component in which students study alternative approaches for solving a problem, solve new problems, or modify existing code to solve altered problem. -- At least one lab provides students with experience working with programs involving multiple interactive classes and may involve decomposing a program into classes and using inheritance, interfaces, and other object-oriented concepts as identified in the AP Computer Science A topic outline. -- Collectively, lab experiences will cover at least 80% of the topics listed in the course description and will involve at least 20 hours of class time.

College Board has joined national efforts to improve the state of STEM education, in particular to address the challenge of increasing participation with a diverse population of computer scientists to meet the growing demands of the field of computing. The Advanced Placement (AP) Program is pleased to endeavor in enhancing AP Computer Science offerings by maintaining college level integrity and addressing issues of equity and access for students and teachers. In addition to the established AP Computer Science A course, the AP Program is engaged in the development of a forthcoming AP Computer Science Principles course. The additional option for high school students to study college level computing will provide more students with an opportunity to be introduced to important computer science concepts, gain a broader perspective of the field of study, and have access to a larger pathway into computing. This session will review information regarding the AP Computer Science A course and will discuss updated course content and exam development. It will then discuss the new Computer Science Principles course and plans for the development and launch of the course. The session will conclude with a Q&A session addressing questions regarding both courses. The session will be moderated by members of the Computer Science A and Principles Development Committees.

Much has been written about the decrease in the number of students pursuing computing in colleges. Unfortunately, most students form their (usually negative) opinions of computing long before they reach college [1], so it is beneficial for university faculty who want to increase college enrollment to do outreach aimed at a younger audience. Activities to promote computing among K-12 students can proceed at several levels, occur in various locations, and involve both students and faculty.College and high school faculty can collaborate in many ways. As teachers of introductory courses, both groups want to generate interest, cover important material, and provide a strong foundation for later work. For example, the AP CS course description includes material that fits well with both high school and introductory college courses. Also, today in both environments, there is much discussion regarding the best approaches for creating excitement and introducing students to computing. Although both faculties need to address common content and utilize active pedagogies, it also is important to acknowledge that college and high school environments are different, and both levels have special opportunities and constraints.Many college faculty are interested in doing K-12 outreach but often do not know where to start or do not know any successful strategies. The purpose of this panel is to present K-12 outreach strategies that have worked and then to provide the audience with the opportunity to brainstorm with the panelists to explore alternate ideas for outreach and to identify new approaches. Some ideas and strategies come from experiences of high school and college teachers working together as part of the AP CS program, but other approaches extend beyond AP CS.

Every year, for the past 10 years, more than 10,000 students have taken the Advanced Placement Computer Science exam (AP CS). The free response section of the AP CS exam is manually scored by a group of about 100-150 high school and college faculty referred to as readers. The exams are scored accurately and consistently even though thousands of exams are being scored by dozens of readers. This accuracy is due in large part to the rubrics that are developed to score the exams. Rubrics not only improve the consistency and speed at which exams can be scored, they also can be used to communicate expectations to students. This special session will discuss how to develop a rubric, show how they are used in the AP CS scoring process and illustrate how rubrics can be used to convey expectations to students.

The objective of this special session is to provide an opportunity for computer science educators, at both the college and high school level, to provide input to the AP CS Development Committee as it refines the curriculum for the A course in light of the elimination of the AB exam. The input and active participation of educators attending this special session will help the members AP CS Development Committee to define a course and exam that continues to meet the high standards for teaching and learning required in the comparable college course.

A network of supercomputers and high-performance workstations appears to be the only reasonable way to provide adequate computing resources for the Grand Challenge problems of the next century. Such a collection of computers and supporting software environments is called a virtual computing environment (VCE). The paper describes the motivation and goals of the VCE project, followed by a description of the system. The paper concentrates on the runtime aspects of the VCE, and concludes with a discussion of a small prototype system that has been built using the Isis distributed toolkit.>

Article Free Access Share on Developing an undergraduate software engineering program in a liberal arts college Authors: Paul T. Tymann State University of New York, Oswego, New York State University of New York, Oswego, New YorkView Profile , Douglas Lea State University of New York, Oswego, New York State University of New York, Oswego, New YorkView Profile , Rajendra K. Raj State University of New York, Oswego, New York State University of New York, Oswego, New YorkView Profile Authors Info & Claims SIGCSE '94: Proceedings of the twenty-fifth SIGCSE symposium on Computer science educationMarch 1994Pages 276–280https://doi.org/10.1145/191029.191143Published:12 March 1994Publication History 4citation146DownloadsMetricsTotal Citations4Total Downloads146Last 12 Months6Last 6 weeks0 Get Citation AlertsNew Citation Alert added!This alert has been successfully added and will be sent to:You will be notified whenever a record that you have chosen has been cited.To manage your alert preferences, click on the button below.Manage my AlertsNew Citation Alert!Please log in to your account Save to BinderSave to BinderCreate a New BinderNameCancelCreateExport CitationPublisher SiteeReaderPDF

YNET is a software package that simulates a computer network and has been used to support an undergraduate course in networking.Access to the simulated network is through a network adapter card modeled by the software.This software runs under a BSD-based UNIX operating system and is used to implement a simplified network that uses the TCP/IP protocol suite.