Dispositions, skills, and knowledge form the three components of competency-based education. Moreover, dispositions are considered crucial for students to succeed in the workplace. Few studies investigate how dispositions manifest in the form of observable behaviors, which causes challenges for both students and educators. Computing students, for example, may not understand what is expected of them, and how to achieve dispositions. This paper presents the results of a qualitative, multi-institutional study on students' understanding of the dispositions adaptable, persistent, self-directed, meticulous, and professional. Perceptions were gathered by asking for exemplary situations of students applying each of the five dispositions in the context of assignments within computing courses. Students who indicated they did not apply the disposition were asked to describe the hindering circumstances. The data was evaluated by using Mayring's content analysis technique, resulting in the development of deductive-inductive categories of observable behaviors reflecting the student's perspective. For meticulous and professional, new categories representing observable behaviors were developed. For adaptable, persistent, and self-directed, the authors confirmed and extended prior work. Moreover, factors hindering students in applying the investigated dispositions are identified. The resulting categories with observable student behaviors are an important step toward the operationalization of competency-based learning outcomes including dispositions. A common understanding of dispositions will also help with the design of new forms of instruction and measures to foster the application of dispositions in the context of computing education.

This work represents a work-in-progress study on how dispositions are essential to the workplace. Recent computing curricular reports have heralded the importance of moving from knowledge-based to competency-based learning. However, dispositions, as with skills and knowledge, are a crucial component of competency. Hence, this work reports on a study conducted by the authors to ascertain the relationship between job advertisements and the dispositions expected in the workplace. The results show a remarkable degree of correlation between the two. At the same time, some dispositions are more explicitly expected than others. Hence, computing and engineering educators should increase their efforts to foster dispositions in their curricula to develop competent graduates ready to succeed in the workplace. At the same time, more research is required on the industry's perspective and understanding dispositions.

Vignettes are short stories along with a set of questions that engage the reader to comment on the story. Vignettes have been used in professional academic programs (e.g., teacher preparation and medical education), for professional development in various fields (e.g., teaching ethics in psychology and medicine), and in various research fields for data collection. In this work, vignettes are used to elicit students' understanding of dispositions in computing education. Professional dispositions enable behaviors that are valued in the workplace, such as adaptability or self-directedness. They are often explicitly stated in computing job postings. While the relevance of dispositions is widely recognized in the workplace, only recently have curricular guidelines for computing programs recognized professional dispositions as an integral part of competencies and as complementary to knowledge and skills. There is scarce literature on the use of vignettes in teaching undergraduate computing, or on how best to foster dispositions in students. In this project, four faculty from four diverse institutions in the U.S., along with three consulting experts, have collaborated to design and evaluate the use of vignettes in the classroom. This paper documents researchers' efforts to gain insights into students' perceptions of dispositions through the use of vignettes. Such insights may guide educators to identify pedagogical strategies for fostering dispositions among students. This paper presents an iterative process for vignette design with continuous review by researchers and focus group members. The vignettes in this study use stories of situations which demonstrate the application of a disposition, drawn from various fields and walks of life to represent diverse groups and experiences. Students are presented with the vignette story and asked to identify the disposition illustrated. To elicit students' understanding of dispositions in terms of their personal behaviors, students are asked to describe a situation in which they have experienced the disposition. Lessons learned in the design and use of vignettes are discussed.

Dispositions, along with skills and knowledge, form the three components of competency-based education. Moreover, studies have shown dispositions to be necessary for a successful career. However, unlike evidence-based teaching and learning approaches for knowledge acquisition and skill development, few studies focus on translating dispositions into observable behavioral patterns. An operationalization of dispositions, however, is crucial for students to understand and achieve respective learning outcomes in computing courses. This paper describes a multi-institutional study investigating students' understanding of dispositions in terms of their behaviors while completing coursework. Students in six computing courses at four different institutions filled out a survey describing an instance of applying each of the five surveyed dispositions (adaptable, collaborative, persistent, responsible, and self-directed) in the courses' assignments. The authors evaluated data by using Mayring's qualitative content analysis. The result was a coding scheme with categories summarizing students' concepts of dispositions and how they see themselves applying dispositions in the context of computing. These results are a first step in understanding dispositions in computing education and how they manifest in student behavior. This research has implications for educators developing new pedagogical approaches to promote and facilitate dispositions. Moreover, the operationalized behaviors constitute a starting point for new assessment strategies of dispositions.

Dispositions are cultivable behaviors desirable in the workplace. Examples of dispositions are being adaptable, meticulous, and self-directed. The eleven dispositions described in the CC2020 report should not be confused with the professional knowledge of computing topics, or with skills, including technical skills, along with cross-disciplinary skills such as critical thinking, problem-solving, teamwork, or communication. Dispositions, more inherent to human characteristics, identify personal qualities and behavioral patterns important for successful professional careers.

In the past decade, academic computing curricular guidelines have shifted from specifying knowledge and occasionally technical skills to establishing the overall competence expected of graduates. For instance, Computing Curricula 2020 (CC2020) guidelines identify competency as knowledge, skills, and dispositions where “dispositions” correspond to the behavioral and professional characteristics driven by employer needs and captured by industry-driven frameworks, such as the Skills Framework for the Information Age (SFIA). Computing programs thus must also ensure that graduates have these characteristics to improve initial employment and long-term career prospects. This paper aims to understand and achieve consistency between academia and industry curricular frameworks. The CC2020 dispositions map to the responsibility characteristics for SFIA Level 3, the level appropriate for a new graduate. As the mapping is not one-to-one, the paper reviews the extent to which each SFIA responsibility characteristic requires and enables the CC22020 dispositions, identifying potential shortcomings and, conversely, the importance of each disposition as it supports the responsibility characteristics. The developed mapping is validated by relating the CC2020 dispositions to the SFIA behavioral factors, the principal 21st Century Skills and relevant competency-based educational frameworks. Thus, dispositions in competency-focused curricula map to the actual competencies sought by employers. Finally, the paper postulates that future computing curricula must further develop the CC2020 dispositions and relate them to SFIA to guide academic programs in their preparation of career-ready graduates to reduce the current “skills gap”.

This Innovative Practice Full Paper addresses the assessment of dispositions which, along with knowledge and skills, form the three legs of competency needed to perform a task in context, as described in recent computing curricular reports, particularly ACM/IEEE Computing Curricula 2020 (CC2020). Here, dispositions in CC2020 express the behavioral characteristics of competence, such as being adaptable, collaborative, or inventive. Instructors have assessed knowledge from the start of computing programs and have paid increased attention to assessing skills in recent decades. However, dispositions and their role within competency is relatively new, with little guidance available for assessing dispositions. Lately, computing instructors have begun to understand the importance of evaluating dispositions during the performance of tasks in the real world or in the context of the industry-based global Skills Framework for the Information Age (SFIA). Hence, this paper develops a criterion-based approach for use by educators in assessing competence based on a reflective portfolio of "real-world" achievements. Building on concepts developed by the UK Institute of Coding and other recent reports, this work demonstrates how this assessment approach relates to industry-based competency frameworks such as SFIA and the European e-Competence Framework (eCF). The paper also explores using the criterion-based approach in a classroom environment to help students focus on particular dispositions. Its main contribution is to advance the competency focus in academic computing programs and future computing curricula.

No abstract available.

Professional accreditation in medicine and religious organizations started in the 1800s; business and engineering followed in the early 1900s. Program accreditation in computing commenced in the 1980s after computer science, informatics, and information systems programs had become widespread. In 2008, accrediting bodies in eight countries signed the Seoul Accord to set up mutual recognition of professional computing degrees. Although competency-based learning has existed for centuries, it has only made headway in computing in the last dozen years. Computing Curricula 2020 defined competency as the amalgamation of knowledge, skills, and dispositions. This working group report examines professional accreditation in computing, exploring aspects of professional accreditation criteria that support competency-based learning. The report will help educators understand professional accreditation and competency-based learning worldwide. Finally, it will also guide future efforts contributing to competency-based accreditation.

Since the early 21st century, ABET's accreditation criteria have focused on learning outcomes (what students learn) rather than what professors teach. Such accreditation criteria bring to bear the need for programs to establish clear learning objectives and assessment processes that ensure that program graduates have the requisite technical and professional preparation. To this end, ABET defines student outcomes as "what students are expected to know and be able to do by the time of graduation," further noting that these outcomes "relate to the knowledge, skills, and behaviors that students acquire as they progress through the program." With the recent release of Computing Curricula 2020 (CC2020), the competencies of computing program graduates have received additional attention. CC2020 describes competency as "comprising knowledge, skills, and dispositions that are observable in accomplishing a task within a work context."

Competency-based learning has been a successful pedagogical approach for centuries, but only recently has it gained traction within computing education. Building on recent developments in the field, this working group will explore competency-based learning from practical considerations and show how it benefits computing. In particular, the group will identify existing computing competencies and provide a pathway to generate competencies usable in the field. The working group will also investigate appropriate assessment approaches, provide guidelines for evaluating student attainment, and show how accrediting agencies can use these techniques to assess the level of competence reflected in their standards and criteria. Recommendations from the working group report are intended to help practical computing education writ large.

Professional organizations are developing a new overview curricular document titled “Computing Curricula 2020” (CC2020). This project captures the status of computing education and practice and it suggests directions for the future of computing education as it might evolve in the 2020s and beyond. Regarding software engineering, a prior workshop held at CSEE&T 2017 became a catalyst for activities that began in the early part of 2018 by producing a set of draft software engineering competencies based on the SE2014 report. These draft competencies became a part of the CC2020 project, and they should stimulate further refinement that can form a basis for a new software engineering curricular report as a successor to SE2014. After the authors present an overview of the CC2020 project and industry expectations of software engineering graduates, all participants will engage in discussions on ways to refine existing software engineering competencies using CC2020 and the software engineering competency model (SWECOM). They will also explore ways to prepare the software engineering community for new educational curricular guidelines for the future. The authors anticipate full audience involvement and participation in formulating this vision.

This Innovate Practice Full Paper presents HPC and engineering educational development and practice. Educators and researchers are witnessing the emergence of parallel and high-performance computing (HPC) in many computing and engineering environments worldwide. Single-core processing is slowly becoming obsolete while parallel solutions to application development are now replacing serial solutions to achieve higher performance, particularly in many scientific, engineering, and computing fields. Some universities or research institutes worldwide have developed and have become centers of supercomputing. Most of these centers, particularly the world acclaimed Tianhe-2 supercomputer developed by China's National University of Defense Technology (NUDT), often have their own HPC educational approaches as well as their own curricula at both undergraduate and graduate levels. This paper presents some high-level HPC educational concepts, educational framework designs, and strategies for cultivating HPC talented graduates. In this work, the authors show unique perspectives and practical experiences on student capability, oriented toward HPC curricular development. They also show a step-by-step practical system in which real platform, real application, and research-teaching integration modes can immerse students into an HPC world for better understanding. The authors show how researchers with rich computing and engineering experience can become deeply involved in course design, in-class teaching, and in laboratory instruction. They also discuss the effectiveness of HPC courses at the NUDT and they show how HPC can become a stable element in computing and engineering education.

Competency is often associated with proficiency, expertise, capability, and performance. Professional schools such as those in dentistry and medicine generally require the practice of skills and knowledge within human environments for someone to become a competent professional in their respective fields. In computing, competency is a relatively new concept. For decades, computing curricula focused on knowledge. However, competency is much more than knowledge. The ACM/IEEE Computing Curricula 2020 (CC2020) project identifies competency as a combination of knowledge, skills, and human dispositions, in context or task. That is, knowledge alone is not enough to produce a competent graduate from a computing program. Industry expects graduates to perform competently from the first day of employment. While computing educators have been sharing computing knowledge for decades, can they do it better under the rubric of competency? The authors leverage on the current activities of the CC2020 project, their personal experiences, and outcomes from current research on computing competency and related topics. Future directions and strategies for transforming the current paradigm of knowledge-based learning toward a broad acceptance of competency-based learning are an important part of this work. The authors recommend several steps needed to achieve such a transformation over time. While universities are not training grounds for industry needs, it would be a mistake to ignore such influence within the rubric of competency-based learning. This work will be of interest to all computing and engineering educators.

Over the past two decades, data science or data analytics degree programs have begun to emerge, reflecting the world's demand for data specialists to make sense of the vast amounts of collected data in the sciences, engineering, business, and other domains. As degree creation has occurred mainly due to demand, ACM and other professional bodies have recently stepped in to provide curricular guidance. However, no \em shared global framework for data science as an academic discipline exists, making growth unfocused and driven by employer demands. More recently, the growth of artificial intelligence has also impacted data science programs. This working group builds on prior efforts and participant experiences to develop a global taxonomy of approaches to data science education and expectations for graduates of data science programs to \em think like data scientists.

This birds-of-a-feather session discusses the global project Computing Curricula 2020 (CC2020), a joint project launched by professional computing societies worldwide. CC2020 is a priority of the ACM Education Council; its sponsors include ACM, IEEE Computer Society, and eight professional organizations from around the world. The project team consists of a task force of 38 members representing 16 countries and six continents. A steering committee of 13 members functions as an executive board to manage the project. CC2020 examines the current state of curricular guidelines for academic programs granting bachelor's degrees in computing and it provides a vision for the future of computing. Audience discussion encompasses new ways computing programs can prepare graduates both academically and professionally. Since computing competencies is an underlying theme of the project, this birds-of-a-feather session discusses competencies, their definition, and their inclusion into future curricular reports. Discussion surrounds competencies in computing, their effect, and the possible ways to visualize their meaning. This birds-of-a-feather session also allows the audience to provide comment on the elements of the project, to engage them to serve as potential project reviewers, and to provide a forum for lively interaction on a global and encompassing computing project.

This session presents an overview of the Computing Curricula 2020 (CC2020) project and provides a status report for the project. CC2020 seeks to generate a modern revision of the well-known CC2005 document by reflecting a more current view of computing, including the addition of new and emerging sub-disciplines like cybersecurity and data science. Further, CC2020 proposes a competency-based characterization of computing, as well as a bottom-up organization of computing into its sub-disciplines based on an analysis of competencies. This session imparts the results of the project to date and provides an opportunity for participants to infuse new ideas on the current computing disciplinary landscape, as well as input for the competency model it proposes.

This paper provides an overview of a worldwide project to chart the future of computing education on a global scale. The Computing Curricular 2020 (CC2020) initiative engages a task force of thirty-six professionals from sixteen countries and six continents in the task of producing resources that map the computing and educational advances that have occurred since the publication of its predecessor, CC2005. The results of the initiative will be futuristic in the sense that it will be a durable portfolio of resources useful to educational institutions, governments, industry, students, and the public on a global scale. This paper summarizes the status and approaches developed by the CC2020 taskforce, a digest of the content anticipated in the resources delivered as well as suggestions for their use.

The Association for Computing Machinery and the IEEE Computer Society have launched a new report titled, Curriculum Guidelines for Baccalaureate Degree Programs in Information Technology (IT2017). This paper discusses significant aspects of the IT2017 report and focuses on competency-driven learning rather than delivery of knowledge in information technology (IT) programs. It also highlights an IT curricular framework that meets the growing demands of a changing technological world in the next decade. Specifically, the paper outlines ways by which baccalaureate IT programs might implement the IT curricular framework and prepare students with knowledge, skills, and dispositions to equip graduates with competencies that matter in the workplace. The paper suggests that a focus on competencies allows academic departments to forge collaborations with employers and engage students in professional practice experiences. It also shows how professionals and educators might use the report in reviewing, updating, and creating baccalaureate IT degree programs worldwide.

This summary is an extension of a paper presented at the IEEE EduNine 2018 conference [1]. That paper contains much more detail than the content presented here.

Global cybersecurity crises have compelled universities to address the demand for educated cybersecurity professionals. As no shared framework for cybersecurity as an academic discipline exists, growthhas been unfocused and driven by training materials, which make it harder to create a common body of knowledge. An international perspective is still harder, as different nations use different criteria to define local needs. As a result, new programs entering this space are on their own to conceptualize, design, package and market their programs, as there is no globally accepted reference model for cybersecurity to allow employers or students to understand the extent of a given cybersecurity program.

SIGCSE members are part of a worldwide community of computing educators and professionals. This discussion provides participants an opportunity to share global differences in vocabulary and interpretation of idioms and assumptions that pervade teachers and researchers. Lack of cultural knowledge can hinder understanding meaning of terms; communication among colleagues can be confusing. Lack of understanding also inhibits the leveraging of scholarly work and cooperation among colleagues from different cultures. E.g., information technology in Australia means the field of computing, and the baccalaureate degree "Computer Science and Technology" in China is equivalent to a degree in computer engineering. Terminology that Americans use such as AP for Advance Placement or K-12 for pre-undergraduate education is meaningless in many parts of the world. This discussion is an outgrowth of an ad hoc subcommittee formed by the ACM Education Council on global issues. Serving as a reference for the discussion is the seminal article by Clear, A. et al. "What's in a Name?: International Interpretations of Computing Education Terminology," in The Proceedings of the 2015 ITiCSE on Working Group Reports. Attending this BOF should heighten awareness of what changes might lead to a truly global computing education community. In addition to Owens, Alison Clear from New Zealand, Ming Zhang from China, and John Impagliazzo from the USA have agreed to help lead the discussion.

ACM and IEEE have developed a computing curriculum report titled Information Technology Curricular 2017: Curriculum Guidelines for Undergraduate Degree Programs in Information Technology, also known as IT2017 [4]. The development of this report has received content contributions from industry and academia through surveys as well as many international conferences and workshops. Open online publication of the report became available in fall of 2017. In this special session, five members of the IT2017 executive committee will present a digest of the content of the report, describe the proposed IT curricular framework, and facilitate open and vigorous discussion of the report/s guidelines for developing new information technology programs or enhancing existing ones. The novelty of the report is its focus on industry-informed competencies that IT graduates should have to meet the growing demands of a changing technological world in the next decade. The experience should provide a better understanding of IT in a modern age.

Several national and international computing and engineering organizations are in the process of developing a new curricular document tentatively titled 'Computing Curricula 2020' (CC2020). This curricular project, based on its predecessor CC2005, intends to reflect the state-of-the-art in computing education and practice as well as the future of the computing educational field for the 2020s. This workshop provides an overview of the CC2005 report and its transition to the CC2020 project. It also provides unique perspectives from three members of the CC2020 task force. The workshop authors and participants will engage in lively discussions on ways to include software engineering as a significant component of the project and extend its influence in global undergraduate computing education for the future. The authors anticipate full audience involvement and participation in formulating this vision.

The report, Curriculum Guidelines for Undergraduate Degree Programs in Computer Engineering (CE2016), developed by the Association for Computing Machinery and the IEEE Computer Society, was released in December of 2016. This is one volume of a series of reports covering curricula for a variety of computing fields; it is a significant update of the previous version, CE2004. This paper discusses significant aspects of CE2016, with a focus on how the report might be used in reviewing, updating, and creating computer engineering programs.

As the worldwide demand for cybersecurity-trained professionals continues to grow, the need to understand and define what cybersecurity education really means at the college or university level. Given the relative infancy of these efforts to define undergraduate cybersecurity programs, the panelists will present different perspectives on how such programs can be structured. They will then engage with the audience to explore additional viewpoints on cybersecurity, and work toward a shared understanding of undergraduate cybersecurity programs.

This paper addresses the progress made by the Association for Computing Machinery (ACM) and the IEEE Computer Society (IEEE-CS) in developing a competency model and curricular guidelines for four-year degree programs in information technology. The authors are members of an international task group representative of academic institutions, industry, and professional organizations. The task group is to develop a competency model, called IT2017, for information technology education within two years based on earlier guidelines and other perspectives. This paper provides a brief background of the project, some activities undertaken, the progress made, and expectations for future developments. IT2017 seeks to produce a futuristic model of academic excellence so information technology graduates will be prepared for new technological challenges in a global economy.

ACM and the IEEE Computer Society plan to re-lease their computer engineering curriculum guidelines at the end of this calendar year. The curricular report, tagged CE2016, reflects the state-of-the-art in computer engineering education and practice that would be relevant for the coming decade. This panel presentation provides an overview of the report and it also provides unique perspectives from some steering committee members and other interested parties. The authors and participants will en-gage in discussions on ways to implement the guidelines to form new programs or to modify existing programs. The authors wel-come all audience participation including overall comments and targeted editing assistance from the computer engineering education and industry communities.

The term "information technology" has many meanings for various stakeholders and continues to evolve. This discussion presents an overview of the developing curricular guidelines for rigorous, high quality, bachelor's degree programs in information technology (IT), called IT2017. Panel participants will focus on Latin American academic and industry perspectives on IT undergraduate education. Discussion will seek to ascertain commonalities and differences between the current draft IT2017 report and perspectives from Latino/a professional and academic communities. It also addresses ways in which this endeavor contrasts with current practices in Latin America industry and academia.

Joint ACM/IEEE Computer Society undergraduate computer engineering curriculum guidelines are slated for release in 2016. These update the 2004 guidelines commonly known as CE2004. The presenters are part of the task group leading the revisions and will give an overview of the latest draft. Participants will engage in discussions on potential improvements to the guidelines to ensure that they are useful to programs as they work to ensure their curricula reflect the state-of-the-art in computer engineering education and practice and are relevant for the coming decade.

The audience will discuss the current state of the effort to update the 2004 document titled "Curriculum Guidelines for Undergraduate Degree Programs in Computer Engineering," also known as CE2004. The presenters represent the ACM and the IEEE Computer Society (IEEE-CS), which are leading the effort. They will engage participants on ways of improving the body of knowledge so that the document reflects the state-of-the-art of computer engineering education and practice that is relevant for the coming decade.

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.

Participants of this pre-conference workshop will learn about the development of computer engineering curricula reports. They will also learn about the revision process and will have the opportunity to provide comment and opinion on drafting an update of the joint ACM and IEEE Computer Society document from 2004 titled, “Curriculum Guidelines for Undergraduate Degree Programs in Computer Engineering” known also as CE2004. The authors of this workshop welcome all participation including overall comments and targeted editing assistance from the computer engineering education community. This activity will ensure that an updated document is a forward-looking summary of state-of-the-art educational practices in the computer engineering field.

This presentation describes ways in which teachers could use computing professionalism and ethics to enrich topics in their courses. These enrichment techniques could become a very effective extension to teaching computing courses. Using professionalism as a pedagogical technique could contribute to the better understanding of course material and to the foundations of lifelong learning experiences of students. Professional extensions and ethics also encourage students to appreciate the subject at hand and foster a sense of natural inquiry surrounding their area of study that includes the human dimension.

In early 2011, the ACM and the IEEE Computer Society (IEEE/CS) created the CE2004 Review Task Force (RTF) and charged it with the task of reviewing and determining the extent to which the document "Curriculum Guidelines for Undergraduate Degree Programs in Computer Engineering," produced 2004 December 12 and known as CE2004 [1] required revisions. The RTF submitted a report to both societies in July of 2011. The report summarized a survey of academic and industry constituents conducted by the RTF. It recommended keeping the structure and the vast majority of the content of the original CE2004 document. However, it also recommended that contemporary topics should be strengthened or added while de-emphasizing other topics that appeared to be waning from the curricular mainstream of computer engineering. Additionally, the RTF recommended that the two societies form a joint special-purpose committee to update and edit the earlier document and to seek input and review from the computer engineering industrial and academic communities through presentations and workshops co-located at major conferences. The presenters of this special session were members of the 2011 RTF and two presenters were members of the original curricular task force from 2004. The presentation will provide insights in the RTF findings and thoughts on how a future computer engineering report might evolve.

Entrepreneurship is an integral part of the computing education at Hofstra University and consists of: (i) two optional, specialization-type programs as part of undergraduate degrees that target students with strong entrepreneurial interests, and (ii) open seminars and enrichment modules, exposing all majors to entrepreneurial ideas and activities while attempting to spark their creativity and drive for innovation. To educate students and help them understand the purpose, procedures, cost and legal implications of patenting and intellectual property issues and to give them first-hand experience in these subjects, we have included “patents and intellectual property” as one of the facets of the new programs and activities. In this paper, we present the implementation details and we summarize the experiences and practices and draw conclusions. Adoption of modules at Qatar University illustrates the generality and transferability of the approach.

This presentation describes ways in which teachers could use computing history to enrich topics in their courses. Computing history can be a very effective tool to teach computing courses. Using history as a pedagogical technique contributes to students' understanding and their life-long learning experiences. History also encourages students to appreciate better the subject at hand and enables them to gain a better sense of the nature of inquiry surrounding their area of study that includes the human dimension.

In this poster, the author provides a pictorial demonstration of the elements associated with assessment and its relationship to the newly developed requirements by accrediting bodies in various countries. Specifically, it illustrates expected attributes of program graduates and it highlights the importance of performance measures when assessing learning outcomes of a program. The poster shows forms of assessment and it provides definitions and examples of program mission, goals, and learning outcomes, performance indicators, performance measures, and the use of rubrics. The poster highlights the interaction of all these assessment characteristics.

No abstract available.

No abstract available.

This panel is directed to members of the SIGCSE community who would like to learn more about the places to publish in computing education and how to get published there. This panel brings together conference, journal, and book-series editors to share their insights as "gatekeepers" of their respective publication venues.

In this poster, the author provides a pictorial demonstration of the elements associated with assessment and its relationship to the newly developed requirements by accrediting agencies in various countries. The presentation will provide insights on the meaning of accreditation and describes some of the new dynamics in worldwide accreditation. Assurance of educational quality encompasses assessment, often measured against established criteria. The poster describes forms of assessment and the difference between formal and informal assessment. It also provides definitions and examples of program mission, program goals, and program outcomes. It shows the difference between direct and indirect assessment and provides examples of embedded assessment, performance indicators, and the use of rubrics. The poster highlights the interaction of all these assessment characteristics.

No abstract available.

This poster describes a progress to conclusion of the Computing Curricula 2005 (CC2005) report. It demonstrates the status of this work and highlights its salient features. These features include the scope of the computing areas of computer engineering, computer science, information systems, information technology, and software engineering. The poster illustrates the commonalities and differences of these areas and shows some of the outcome expectancies of the graduates from these programs. It also demonstrates a new addition - a "guide" - intended for distribution to high schools throughout the United States and elsewhere. Participants of the poster session would have the opportunity to comment on this guide before it goes public.

In 2001, the ACM and the IEEE-CS published Computing Curricula 2001 which contains curriculum recommendations for undergraduate programs in computer science. That report also called for additional discipline-specific volumes for each of computer engineering, information systems, and software engineering. In addition, it called for an Overview Volume to provide a synthesis of the various volumes. The Computing Curricula 2004 Task Force undertook the job of fulfilling the latter charge. The purpose of this session is to present the recently completed work of that Task Force, now known as Computing Curricula 2005 (CC2005), and to generate discussion among, and feedback from SIGCSE members about ongoing and future work.

This poster describes a work in progress regarding the Overview Computing Project formerly known as Computing Curricula 2004 (CC2004). It will demonstrate the status of this work and highlight its salient features. These features include the scope of the computing areas of computer engineering, computer science, information systems, information technology, and software engineering. It will illustrate their commonalities and differences, and show some of the outcome expectancies of the graduates from these programs.

This poster describes a work in progress regarding the use of history in computing courses. Its focus revolves around the Computing History Resources and Adaptation (CHRAD) project, partially funded by the National Science Foundation. Elements of the presentation include how history can make computing courses interesting and how it can stimulate greater appreciation between technological and social issues.

No abstract available.

This demonstration will illustrate the use of existing and proposed tools in CITIDEL for finding existing resources to integrate into a course and for developing well structured descriptions of class and laboratory activities for sharing with the computing community.

In this poster, we describe how instructors can use history to enhance student learning in computer-related courses. The use of history relates events to people, places, and things.

Article Share on IEEE-CS/ACM computing curricula: computer engineering & software engineering volumes Authors: John Impagliazzo Hofstra University, Hempstead, NY Hofstra University, Hempstead, NYView Profile , Esther A. Hughes Virginia Commonwealth University, Richmond, VA Virginia Commonwealth University, Richmond, VAView Profile , Richard LeBlanc Georgia Tech, Atlanta, GA Georgia Tech, Atlanta, GAView Profile , Tim Lethbridge University of Ottawa, Ottawa, Ontario, Canada University of Ottawa, Ottawa, Ontario, CanadaView Profile , Andrew McGettrick University of Strathclyde, Glasgow, United Kingdom University of Strathclyde, Glasgow, United KingdomView Profile , Ann E. K. Sobel Miami University, Oxford, OH Miami University, Oxford, OHView Profile , Pradip K. Srimani Clemson University, Clemson, SC Clemson University, Clemson, SCView Profile , Mitchell D. Theys University of Illinois at Chicago, Chicago, IL University of Illinois at Chicago, Chicago, ILView Profile Authors Info & Claims SIGCSE '04: Proceedings of the 35th SIGCSE technical symposium on Computer science educationMarch 2004 Pages 450–452https://doi.org/10.1145/971300.971453Published:01 March 2004Publication History 0citation798DownloadsMetricsTotal Citations0Total Downloads798Last 12 Months4Last 6 weeks1 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 SiteGet Access

This demonstration allows conference attendees to gain experience in using the facilities of the NSF National Science Technology Engineering and Mathematics Education Digital Library (NSDL) to prepare and present College or university level classes.

This poster describes the development of a curriculum for the area of computer engineering following the Computing Curricula 2001 effort. It explains the organization of the intended report and the elements that encompass the body of knowledge for the proposed curriculum.

We present an overview of the National Science Digital Library, NSDL, and focus on one of the partner projects it supports. The computing and Information Technology Interactive Digital Educational Library (CITIDEL) harvests metadata from repositories and collections, and provides tools to customize learning with these resources. CITIDEL's integrated tools guide the user to create instructional environments that enhance the learning experience. Additional tools available from NSDL are included in this presentation to complete the picture. Information on integrating new collections and materials into CITIDEL is included.

The NSDL consists of collections of materials accessible online, as well as many tools and services intended to enhance learning. Tools and services will support students and as well as faculty. This session will provide a status report on the state of the NSDL, its content, tools, and services. The session includes specific presentations of several services included in the NSDL. Session attendees discuss current and proposed initiatives, and offer suggestions about needs of highest priority.

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The study of the history of computing system software has begun to receive some attention lately. Areas involving operating systems and programming languages have recently attained greater scholarly awareness and have developed into new areas of research. The scope of system software is rather broad and can lead to detailed studies in very specialized areas.The separation between system software and application software was not precise in the early days of computing. As educators and scholars, we should be careful not to examine that early history only through our current point of view. Time allows us to observe such events with different perspectives. Successes and failures in the systems area require balance. Indeed, it is important to consider failures because they may have contributed many ideas and concepts to software development even though companies did not incorporate them in their final products. The study of early system software also requires that we look at the practices of the businesses as well as the technology at that time and the dynamic forces that determined the outcome of a product.

The National Science Foundation has recently funded a variety of projects through its NSDL digital library initiative. One such project is the Computing and Information Technology Interactive Digital Educational Library project, also known as CITIDEL, which is part of NSDL’s Collection Track activities. CITIDEL is a consortium of five universities that includes Virginia Tech (the lead institution), Hofstra University, Penn State University, The College of New Jersey, and Villanova University. CITIDEL will establish, operate, and maintain part of the digital library that includes information systems, computer science, information science, information technology, software engineering, computer engineering, and other computing-related fields. It will manage a front-end portal to all educational activities related to computing and information technology, harvest metadata from applicable repositories, provide an integrated access and linking process to related collections, and encourage and actively support content developers to make new resources available to others. CITIDEL will also address the need to develop and disseminate quality courseware by providing a mechanism for the preservation of educational prototypes. Additionally, it will provide a single location where searches conducted by educators and students can link them educational websites.

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The VLIW model describes a philosophy whereby the compiler organizes several nondependent machine operations into the same instruction word. Some features of this form of architecture are illustrated and certain strategies on presenting this topic to students are shown.

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