Educational terminology in computing remains fragmented across geographic regions and educational traditions. Identical terms may refer to different concepts in different regions, while equivalent concepts are often termed differently in different traditions, creating barriers to the exchange of pedagogical practices. A globally shared terminology resource will help bridge this inconsistency in usage. This working group will explore the use of generative AI (GenAI) to support the aggregation, validation, and curation of terminology from diverse sources. Generative AI will serve in a directed co-development role while domain experts will still retain responsibility for the final product. The working group will evaluate the benefits and limitations of this GenAI-in-the-loop approach with particular attention to accuracy, bias, and coverage.

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

An ACM/IEEE-CS/AAAI task force is undertaking a review of the computer science curriculum guidelines. The task force aims to generate an initial draft, known as CS2023, by the end of 2023. It is anticipated that the resulting curriculum guidelines will impact computer science curriculum globally until at least 2034. This review process is undertaken approximately every decade and was last completed in 2013 with the resulting ACM/IEEE CS2013 document CS2013 has served the community well and planned revisions focus on the removal of topics that are no longer relevant, identification of emerging topics, or topics with increased importance or relevance. An integral part of the review process is to solicit input from a wide audience. While reviews can be made on-line, the purpose of this Birds-of-a-Feather (BoF) session is to present the proposed changes to the programming languages knowledge area and to solicit input from the attendees. There are substantial changes being proposed and timely feedback is essential for an informed process. Two of the major changes are the migration to a competency model, similar to that described in CS2020, and the replacement of Tier-1 and Tier-2 hours with a CS-core that all computer science students should know, and a KA-core which students specializing in the knowledge area should know.

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.

Data Science is an emerging program of study which, by its very nature, is interdisciplinary. This paper explores the challenge of introducing a data science program, given an established computer science program, within a liberal arts institution which has a large general education core. In addition to the challenge of creating a new program, there are several other major challenges surrounding the fact that the discipline of data science continues to evolve, and accreditation criteria are currently being developed.

This innovative practice paper considers the heightening awareness of the need for cybersecurity programs in light of several well publicized cyber-attacks in recent years. An examination of the academic job market reveals that a significant number of institutions are looking to hire new faculty in the area of cybersecurity. Additionally, a growing number of universities are starting to offer courses, certifications and degrees in cybersecurity. Other recent activity includes the development of a model cybersecurity curriculum and the creation of a program accreditation criteria for cybersecurity through ABET. This sudden and significant growth in demand for cybersecurity expertise has some similarities to the significant demand for networking faculty that Computer Science programs experienced in the late 1980s as a result of the rise of the Internet. This paper examines the resources necessary to respond to the demand for cybersecurity courses and programs and draws some parallels and distinctions to the demand for networking faculty over 25 years ago. Faculty and administration are faced with a plethora of questions to answer as they approach this problem: What degree and courses to offer, what certifications to consider, which curriculum to incorporate and how to deliver the material (online, faceto-face, or something in-between)? However, the most pressing question in today's fiscal climate in higher education is: what resources will it take to deliver a cybersecurity program?

The Computing Accreditation Commission of ABET accredits over 300 Computer Science programs worldwide under the Computer Science program criteria. In the past few years, the Commission has engaged the computing community to modify and update these criteria, and has now signed off on an updated set of program criteria that take into account factors such as the CS2013 curricular guidelines, impact on currently accredited programs, structural changes to clarify the criteria, and the reduction of the assessment burden. These recent changes to the Computer Science program criteria primarily impact student outcomes (what program graduates are expected to know and be able to do by graduation) and curriculum. Those changes will impact computer science programs in a variety of ways and degrees---some programs will be impacted significantly while others will be affected in a relatively minor way. This paper examines the changes that will take effect starting in the 2019-20 accreditation cycle, covering the rationale for those changes and exploring the likely impact on computer science programs that are currently accredited or seeking accreditation in the near future.

International students are an important and desirable constituent in most computer science programs. These students help to enrich the programs, bring new perspectives into the classroom, diversify the student population, globalize the curriculum, broaden the perspective of domestic students, and generate revenue for the host institution. Each of these characteristics is desirable and increasingly important in today's highly connected world and job market. Most institutions invest resources in attracting international students and provide orientation sessions for them on arrival to help acclimate them to the new environment and to introduce them to other students. There are often clubs to provide support groups and social functions to help them meet and make friends with domestic students. However, challenges for international students, and for the faculty teaching them, persist at many institutions despite these efforts to help international students deal with culture shock, differing academic expectations and teaching methods, and different attitudes toward issues such as plagiarism.

An ITiCSE 2015 conference working group report has recently delivered a comprehensive systematic review of the literature addressing the challenges and solutions in teaching global software engineering courses. In this panel session, a group of authors of that report will review the findings, and present their own views on teaching such courses, the pros and cons and their own motivations and experiences, together with strategies that have proven effective. We argue that these courses are critical for preparing students for practice as software engineers in today's global settings, but they are certainly not for the faint-hearted. After the review and presentation of position statements by panelists there will be a question and answer session with the audience and a discussion elaborating on the next frontiers in research and practice for global software engineering education.

The ACM/IEEE CS2013 Curriculum provides a somewhat rigid identification of topics to be covered by a model computer science curriculum. It was developed with significant input from industry, educators and other stakeholders and represents best practices in terms of Computer Science education. ABET is the accreditation body accrediting computer science programs in the US, and it also accredits a number of international programs. ABET's goal is to allow programs to identify their own outcomes and measure their success in delivering programs that achieve this, while also ensuring that all students receive a solid core education including key areas of the discipline without being excessively prescriptive. Both documents address excellence in computer science education. Changes to the Computer Science program criteria are being recommended which will more closely align the two documents in terms of identifying key areas to be covered by programs. This session provides participants with the opportunity to hear about the proposed changes and the rationale behind them and to offer feedback and input into the process.

In many distributed systems applications deployed on the worldwide scale, it is latency, rather than bandwidth, that is the primacy determinant of performance. This paper describes Ambassadors, a communication technique using mobile Java objects within an RPC/RMI-like communication structure. Ambassadors minimise the aggregate latency of sequences of inter-dependent remote operations by migration of code to the vicinity of the server to execute those operations. Furthermore, because Ambassadors migrate within an RPC/RMI-like structure communication has well defined failure semantics, an important characteristic in supporting effective software engineering of distributed systems.