Our working group aims to better understand teamwork in undergraduate computing education through a systematic literature review and focus groups with instructors. Based on the strategies suggested and needs identified, we will also co-design instructional resources with the community to cultivate the skills, values, and virtues pertinent to teamwork. Through planned research and collaboration, we seek to inform and establish practical materials that can enhance teaming pedagogy and prepare graduates for the evolution of technology and the workforce.

This full paper addresses the concept of metanarrative in computing and engineering education: the presence of an overarching meta-narrative which provides a sense of integration and some degree of connection and coherence to the elements under study. This meta-narrative should firstly provide a mechanism for discussing the fundamental entities under consideration, as well as the relationships between these and other, derived, concepts. Secondly, it should indicate what counts as valid knowledge, as well as legitimate ways of arriving at such knowledge. Thirdly, it should indicate how and where the concept of value arises in the content and practice of the subject. The meta-narrative should therefore provide a vehicle which encompasses the subject ontology, its epistemology and methodology, and its axiology (i.e., its ethics and aesthetics). In other words, the meta-narrative should provide a philosophy of that subject.

This special session proposal provides participants with hands-on experience in finding and making explicit the dispositional aspects of active learning. Many faculty develop interactive, active learning experiences to better support student learning; an oft-cited rational includes the notion that students will be ‘better prepared’ or more ready to go into industry. Course learning goals framed on the Revised Bloom's Taxonomy or other cognitive learning frameworks often fall short of capturing the breadth of learning and the full learning goals intended. This difference is an example of what is often termed a ‘hidden curriculum.’ Participants should bring to the session a syllabus for a course they teach which includes some aspect of competency development. We especially welcome participants who currently use project-based or other active-learning approaches in their courses.

In this paper, we present a preliminary description of the field of inquiry encompassed by the philosophy of computing education. We first attempt to identify a general framework for investigating characteristic questions of a philosophical nature that arise within the STEM application domains. We describe the categories such questions fall under and use the philosophy of computing to illustrate this process. We also consider an alternative approach to identifying philosophical issues within a practical field, using the philosophy of education as an example. We consider the related subject of the philosophy of engineering education and see how this has recently emerged as an object of study in its own right. We investigate the similarities and differences between this field and the philosophy of computing education, and provide an initial description of the latter subject area. We also discuss how it relates to the subject referred to as Computing Education Research. Finally, we draw some conclusions about why there is this puzzling, apparent lack of interest in current work in this area, and suggest reasons why the pursuit of philosophical inquiry into computing education should be an important aspect of scholarly study in the subject.

This paper explores Computing and Engineering (C&E) educators' perceptions about dispositions and investigates their readiness to integrate dispositions into their teaching. Dispositions are the underlying beliefs, attitudes, and values that influence how individuals apply their knowledge and skills. Employers recognize the importance of dispositions in the workplace, yet in C&E education the cultivation and assessment of dispositions is not frequently emphasized. Recent guidelines and frameworks in C&E education require dispositional competencies. However, implementing these guidelines requires pedagogical and curricular transformations, including authentic teaching and learning experiences and innovative assessment techniques. This study aims to address an important gap in C&E education by investigating educators' perceptions and readiness for integrating dispositions into curricula, thereby contributing to the ongoing efforts to align educational programs' objectives with industry needs to foster graduates' success in their careers. This work is guided by the Agency Influence Framework, adapted to incorporate educators' worldview (epistemology) in addition to their beliefs, abilities, and motivations towards their readiness for change. The study provides preliminary insights and serves as a foundation for future research in educators' perception about dispositions.

Project-based learning (PjBL) is a desirable form of active learning that facilitate student engagement, team work and problem solving. Current literature in PjBL have studied the merits, demerits, implementation strategies and the impact of PjBL on student performance. However, PjBL has not been properly studied from the lens of Industry Standard Tools and Practices (IST&Ps). Currently, the specific learning effectiveness of PjBL vis-a-vis IST&Ps are largely unknown. To provide insight into the effectiveness of PjBL in relation to IST&Ps, we implemented PjBL in our class using 5 popular IST (SQL, Atlassian Jira, GitHub, Jenkins, and planning poker) and 3 most common Agile Development practices as ISP. We collected data from 120 students juniors and seniors using RIMMS as our instrument. Data was analyzed both qualitatively and quantitatively. Our preliminary results shows that IST&P has significantly positive impact over learning effectiveness, and students' engagement.

This presents a descriptive analysis of the relationship of competence and virtue for engineering and computing professionals. Rooted in recent developments in competence theory, including the development of the Computing Curricula 2020 (CC2020) guidelines, this work illustrates the relationship between competency-based and virtue-oriented approaches to education. It presents the case for connecting virtue, and the development of virtue, as a necessary aspect for the formation of competent engineering and computing professionals. It suggests a proposed set of engineering and computing (E/C) dispositions drawn from the lifetime learning and computing competency literature that can be used to frame competency-based and/or virtue-oriented E/C education and outlines how dispositions like these serve as a means of bridging competency and virtue as learning goals. The paper concludes with the case for formation in professional virtue is a critical component of engineering and computing education.

This research-to-practice work-in-progress paper describes the approach and methods for a qualitative study of early engineering students’ development of professional values. The goal of the research program as a whole is to study students’ understanding of professional virtues and how various virtue formation activities affect how students establish positive ethical traits. This specific study was designed to understand the foundation upon which these values can develop and become integrated with the practice of engineering.This study focuses on individual interviews with engineering and computer science students, primarily freshmen and sophomores, at Franciscan University in Steubenville during the spring 2022 semester. Students were asked to describe their motivation to study engineering and their perception of virtues for professional engineering and computing practice. Responses to broad questions were further probed to gather relevant details. This paper describes the background, motivation, and methods for the initial study in this research program.

This Full Paper (Research) presents an analysis on the competences in software testing for the fresh graduates in computer science. Software Testing education (ST) is receiving increasing attention in literature, recent studies have evaluated instructional methods used in ST education. However, analysis of competences (skills, knowledge, and ability) required in ST education are lacking in literature. Competences play critical roles in curriculum development e.g., they inform the design of student learning outcomes, learning objectives and program outcomes. This full paper in the research category aims to analyze competences in ST education and then examine the gap between these competences and the current ST curriculum. Using natural language processing (NLP) techniques, we collect 2033 job descriptions from three popular job portals (indeed, monster, and career builder) in the USA and Canada. Also, we collected course syllabi from 20 universities offering ST courses and use these to assess the current curriculum in ST. We analyzed the data using thematic analysis and found that the current software testing curricula do not always teach or equip students with some of the soft skills they require to be successful in software testing career. For instance, our result shows that soft skills such as teamwork, communication, leadership, which are often required by software testing employers are not always taught in ST courses.

This Work In Progress submission focuses on the deployment of assessment metrics of informal Science, Technology, Engineering and Mathematics (STEM) education conducted in various pre-college settings. Informal STEM Learning (ISL) is "learning [that] occurs across the lifespan and in places and spaces beyond schools or the school day" -NSF. NSF guidance recommends --among others-- the measure of the impact category of interest or engagement. The authors ask what is interest? What are the measures of its success? And how do we measure them? The authors theorize that interest as an emotional experience alone is not enough to compel learning behaviors and compose a composite model of interest and confidence. The authors suggest the psychological concepts of "motivation" and "self-efficacy" as a framework to devise measurements of interest/confidence. The authors propose an analytic model using QR codes to tie survey responses to a target behavior, "reciprocal engagement" as a new mechanism for verifying continued learning behavior. Initial data collection was interrupted by the Covid-19 lock down; however, the partial data body collected showed indications that self-reported data about learners' experience in a lesson is more predictive of continued learning behavior than self-evaluation items such as "I understood the topic" and "I am familiar with the topic".

Work In Progress: this work-in-progress submission, we unpack the learning goals related to competency development in two disparate professional disciplines: Software Engineering and Occupational Therapy. Using competency modeling as a springboard, this research analyzes dispositions as a means of comparing and contrasting the competency goals for different majors. Leveraging recent research in competency modeling, professional competency, is structurally composed of Knowledge, Skills, and Dispositions performed in a particular context. While knowledge, skills and context can vary significantly across disciplines, this paper explores how dispositions vary between two significantly different professional settings: Software Engineering (SE) and Occupational Therapy (OT).

Computing Curriculum models have been historically framed from a cognitive perspective. Typically, the focus has been on bodies of knowledge and increasingly the notion of supporting skills and abilities. More recent curriculum documents such as the IT2017 curriculum have moved towards a professional competency approach and have included the further important notion of dispositions.While these dispositions are seen as complementing and supporting the traditional elements of knowledge and skills, exactly how they are conceptualised and operationalised is still being developed. The ACM/IEEE-CS Computing Curriculum 2020 Overview Project (CC2020) has been working towards this goal, in part driven by the very practical purpose of enabling visualisation of the multiple components of the existing and differing curriculum reports, incorporating the notion of dispositions and enabling them to be mapped to clusters of knowledge and skills embodied in selected curriculum statements.This paper reports on progress to date towards conceptualising and operationalising the notion of dispositions within the CC2020 project, reviews the research challenges faced, the models adopted and the findings to date.

This panel session relates stories of specific engineering education innovations from around the world, hearing from the Difference Makers themselves. The panel will bring together change makers from programs that already have created significantly different, innovative engineering and computing (E&C) programs and those who may wish to do so, with the aim of highlighting salient themes and results expected to be of interest to future Difference Makers. This is planned as an interactive forum aimed to spark dialogue between those interested in effecting significant change at their own institutions and those who have led similar innovations. The focus on the challenges, benefits, change strategies and lessons learned. Panel participants have been selected from a larger pool of the programs named in the 2018 MIT report and other innovative programs recognized as having different perspectives and experiences around the focus areas of transition, handoff and sustainability. This is the second of two related panels: Panel 1: Champion and Entrepreneur Panel 2: Transition, Handoff and Sustainability.

This panel session will include stories of specific engineering education innovations from around the world from the Difference Makers themselves, followed by an interactive discussion between panel members and attendees. The interactive forum is intended to create dialogue between those interested in effecting significant change at their own institutions and those who have led similar innovations. The panel will bring together change makers from programs that already have created significantly different, innovative programs and those who may wish to do so, with the aim of highlighting salient themes and results expected to be of interest to future Difference Makers. The panel will be interdisciplinary and global. The discussion of challenges, benefits, and strategies will appeal to a broad audience of computing and engineering faculty, deans, practitioners, and students. This is the first of two related panels:Panel 1: Champion and Entrepreneur Panel 2: Transition, Handoff and Sustainability.

This Working Group aims to take the current approved Computer Science curricula document, CS2013, and redevelop it into competency statements. The CC2020 project has designed and built a prototype of a visualization tool to compare and contrast current computing curricula. Three basic approaches were taken to portray the base data that will be used for the tool: the first being expert-defined competencies, the second based on mining, and the third based on expert-defined knowledge areas. The visualization tool takes competency statements from each of the current approved computing curricula and visually represents them. Using competency to frame curricula and describe educational outcomes in computing is not new. Since the CC2005 report was published several additional curricula have appeared and the information technology, information systems, and software engineering communities have developed three approaches to defining computing competency in the context of developing their curricula reports. In future the CC2020 report advocates that all new curricula will be written as competency statements. Currently the CS2013 curricula is expressed in learning outcomes rather than the competency statements, so it is essential to be able to demonstrate Computer Science curricula in these new terms to accommodate the new direction and demonstrate Computer Science in the new visualization tool.

This study examines the cost of change in maintaining the quality of effective university courses. The primary contribution is the development and deployment of an instrument developed for assessing the number of courses changed annually, the severity of those changes, as well as compounding factors related to the length of time as an instructor. The study involves survey comparisons of computing and non-computing faculty in teaching institutions, and among computing education faculty. The preliminary results suggest strongly that when it comes to the cost of maintaining courses, computing differs from engineering, and differs significantly from other higher education both in the frequency and the severity of changes sustained by teaching faculty. This study presents data suggesting that maintaining computing courses is similar to that in humanities, and more dynamic than other disciplines.

This research aimed at evaluating the development and use of low-cost affective domain assessment instruments, culminating with personal and group characterization of representative global information technology (IT) professional values. Values and valuing are a compelling component of Bloom's affective domain of learning for engineering education. In helping students develop professional engineering competencies, it is essential that they develop not just cognitive knowledge of something but also values related to that knowledge and the ability to express these values in professional action. However, even if some professional values are identified, understood, and expressed, assessing students’ values and valuing are difficult, and assessment instruments are often difficult to develop, particularly for assessing student learning in the context of a particular course. This exploratory study aimed at examining assessment of dispositional knowledge in the context of global software engineering (GSE). It focused on the development and use of a set of instruments for assessing affective domain student learning of global IT/software engineering (SE) professional values. The project included making explicit the IT professional values of interest among the participating faculty in the form of actionable value statements. Following a process derived from Thurstone scale development, the project included validation of these statements with an expert panel as question roots, followed by the use of these questions to investigate student and alumni receiving, responding, and valuing of these professional values. The effort needed to generate questionnaires suitable for course use was relatively low; these questionnaires were deployed to students and alumni from an open-ended global software engineering project course. Students responding reported significant agreement when receiving these global values, but sent more mixed responses in responding to and valuing them. The effort helped identify several actionable IT professional values worth reinforcing in future course offerings.

What is Computing? This simple question has been surprisingly difficult to answer, resulting in confusion about what constitutes the core of Computing. This is particularly relevant when we consider curricula for various subdisciplines of computing. Examining various issues and voices, this paper lays out an informed case for defining the landscape of computing. This work proposes a Disciplinary Boundary Model, in contrast to a socially-constructed approach for defining computing subdisciplines. This model can be used to describe the computing landscape by examining the underlying “invariant” activity of human inquiry, and suggest that it be used for defining the landscape for various computing curricula.

Requirements engineering (RE) provides a set of techniques and tools to, `EASV' (elicit, analyze, specify, and validate) the capabilities a product must have in order to meet user needs, solve definite user problems and deliver expected values to users. RE courses are usually designed to focus on software and computer hardware products, and are thus taught in software engineering (SE), information systems (IS) and computer science (CS). But RE tools and techniques are also intrinsically applicable and essential to other engineering disciplines, since those disciplines also develop and deploy products. For instance, products can be a motor control center (MCC) developed by electric engineers or aircraft engines developed by mechanical engineers. Successful development of any of these products requires techniques to precisely ESAV user needs and capabilities required to satisfy those needs. Therefore RE should be an essential component of engineering curriculum. This panel aims to bring together faculty and practitioners from engineering and computer science disciplines to identify and discuss challenges, benefits, and strategies for integrating RE course into engineering curriculum.

This workshop aims at providing a forum for Software Engineering (SE) program leads and chairs to present and discuss issues related to software engineering program delivery. These issues normatively include curriculum issues, program collaboration issues, faculty issues and SE discipline tracking issues. The workshop goals are to help those running, proposing or considering accredited SE programs more effectively formulate and achieve their program objectives. The first half of the workshop will focus on SE Competency Models and their application, while the latter half of the workshop will focus on SE curriculum, collaboration, faculty, and discipline tracking issues.

This working group contributes to formulating a framework for modeling competencies in the current and future disciplines that comprise computing education. We draw upon the innovative approach taken in the curricular document for information technology (IT2017), curricular competency frameworks, other related documents such as the software engineering competency model (SWECOM), the Skills Framework for the Information Age (SFIA), current research in competency models, and elicitation workshop results from other computing conferences. The outcomes contribute to the Computing Curricula 2020 (CC2020) project, and include the formulation and review of sets of disciplinary-relevant competencies for use in computing education. This work directly informs the CC2020 project sponsored by the Association for Computing Machinery (ACM) and the IEEE Computer Society.

This paper focuses presents a study of eight years of cross-course project-based learning (CC-PjBL) in an upper-level requirements and project management (RPM) course. Project-based learning (PjBL) is a method of instruction in which students learn by investigating and solving real-world problems in and open-ended, time-limited context1. Our instantiations of CC-PjBL matched paired students in an introductory software Requirements and Project Management (RPM) with students in different technology-oriented software development course(s) to utilize the requirements deliverables created by their RPM-course colleagues. The paper includes a review of relevant related PjBL literature, descriptions of our initiative and experience in applying CC-PjBL to RPM topics over eight years, and the lessons learned thereof. This paper reports summary experiences from student evaluations of these courses to evaluate the CC-PjBL experiences. The discussion also includes problems encountered with CC-PjBL assessment, faculty participation, and course hand-off, which may be useful to instructors that are considering to apply CC-PjBL as a method of instruction and to those that are currently practicing PjBL.

One of the biggest challenges of organizations in contemporary times is the ability to manage rapid changes in business environment. Software and expert information systems can help to manage changes and thus contribute to addressing this challenge. The initial, and perhaps, most important activities in software and expert systems development are to elicit, analyze, specify, and validate requirements. The methods, processes, tools, and techniques for performing these activities is called ‘Requirements Engineering’ (RE). The aim of this panel is to bring together RE academics, practitioners, and researchers to discuss innovative ways of educating and training RE professionals that would develop software and information systems to address rapid changes in business environment. Additionally, this panel intends to identify and examine various challenges of RE education in our changing world, and proffer possible strategies to address them. We hope that the discussions from this panel will inform RE and REE practice.

This paper outlines the need for valuing of software engineering skills as a means to improve software engineering education. It presents a brief introduction to affective domain learning, and a survey of the education literature on software engineering skills related to software testing and quality assurance, which suggests that the competencies and skills needed extend beyond cognitive-domain learning. It then proposes a means for studying student valuing of these `best practice' skill areas.

Metaphors help create realities for us, especially social realities. A metaphor influences behavior; to attract and/or divide. Metaphors for education provide symbolic representations of what we intend in education; insight into the philosophy that underlines both how we educate, and what we are trying to educate. E.g., "Education as a journey" conveys a different meaning and intention than "education as a manufacturing process." Similarly, "Education is not the filling of a pail, but the lighting of a fire" encapsulates both an educational philosophy and guide for action. This special session focuses on exploring metaphors for engineering design education, and how these metaphors divide and limit engineering design. Facilitated by the session leaders, participants will share and discuss their own metaphors, and begin a process for evaluating how metaphors limit and exclude. Participants will leave with an expanded repertoire of engineering design metaphors and reinvent the vocabulary of how metaphors inform teaching and learning of engineering design. Opportunities for future collaboration will be explored.

This paper presents the application of knowledge-based epistemology of engineering to the understandings of the engineering design process. This work aims to extend discussion on Philosophy of Engineering into its impact on our understanding of engineering design. The question this paper aims to address is how a knowledge-based philosophy of engineering supports the distinctive challenges in distinguishing engineering design from scientific exploration and artistic design. Centrally, this paper argues for the centrality of argument, at the center of engineering design. The paper then aims at discussing implications that such an understanding of design would have on the learning of engineering design.

This special session presents applications of the philosophy of engineering to the understandings of engineering design. The philosophical basis of engineering provides particular insight into framing and interpreting design experiences. This interactive sessions/workshop aims to discuss and analyze engineering design and its place in engineering education. This includes examining perspectives from practitioners and educators on engineering design, and how these can better shape priorities and learning experiences in undergraduate engineering education.

This paper suggests that the purpose (goal) and manner (method) of knowledge application and generation usefully distinguishes engineering and scientific knowledge. This method could be significantly useful in distinguishing the scientific and engineering components of engineering education, as well as underscored the centrality of social context to engineering work, and engineering values. This paper presents a brief exploration of the epistemology of knowledge, specifically distinguishing the development of scientific knowledge from the development of engineering knowledge. It outlines a pragmatic theory of knowledge which provides a means by which to reliably distinguish, particularly in a learning environment, the critical terms of ‘science’, ‘engineering science’ and ‘engineering.’

While research has investigated the application of computational methodologies in undergraduate biology education, those approaches require students certain backgrounds from multiple disciplines. Recently, game design and development for education has moved into different fields of science, including biology. Several multi-media interactive products have been developed to simulate biological mechanisms and can be used by undergraduate students. However these approaches focus on students as game users and, not as game developers. Here, we propose an innovative approach to involve game design and development into undergraduate biology classroom. The approach assumes no additional background, and aims to increase engagement in the complexities of the course material through the process of game design and development. We initialized a case study that systematically combines a game application-driven project into genetics teaching. In the pedagogical experiment, undergraduate biology and computer science students designed educational games to enhance the speed and depth of comprehension of both biological and software engineering concepts. The result of this study shows that the reinforcement effects of biological education games apply differently on students with or without biology backgrounds.

Testing is traditionally defined as "the execution of a program with the intent of finding errors."[1] This core definition, though useful, does not provide educators with an effective means to communicate either the goals or the value of software testing. "Testing and test design, as part of quality assurance, should also focus on bug prevention." [2] Similarly, the related mantra to "test, then code' has found a resonant home in the agile software development community (e.g., TDD: Test-Driven Development). [3]

Summary form only for tutorial. Software testing plays a key role throughout the development of high-quality software systems. The question often raised is how to motivate and encourage students to perform test design early in their development process. This tutorial presents practical methods for introducing students to Testing as a Mental Discipline and related exercises that help students see the value of changing their development behavior with respect to testing.

Abstract | This paper presents a methodology for au-tomating the evaluation of partial designs using black-box testing techniques. This methodology generates black-box evaluation tests using a novel semantic graph data model to maintain the relationships between the related design and requirements data. We demonstrate the utility of this technique by using the relationship information to auto-matically generate and run functionality tests of partial designs against the related requirements. I.

An approach to the automatic generation of schematic diagrams from circuit descriptions is presented. The heuristics that make up the system are based on two principles of schematics readability: functional identification and traceability. SPAR's generation process is broken into five distinct phases: partitioning the netlist, placement of components on the page, global routing, local routing, and the addition of I/O modules. All phases of the generation process use a two-dimensional space management technique based on virtual tile spaces. The global router is guided by a cost function consisting of both congestion and wirelength estimates. The local router uses a constraint-propagation technique to optimize the traceability of lines through congested areas. The data structures and algorithms used allow the system to support incremental additions to the schematic without complete regeneration. A technique for evaluating the quality of schematic drawings is described and applied to the present results.>