In 2024 the ACM Education Board began a project to develop a ''Living curriculum'' (referred to as LiveC) where all current curricula will be updated on a regular basis. The new Living Curriculum model is based on three major principles - that it is (1) community-sourced, (2) moderated, and (3) on-going. The panel will provide a brief context of LiveC, present the various aspects of LiveC and invite the audience to provide comments and suggestions about its structure and function.

Computing educators strive to align curricula with workforce needs yet rarely articulate how professional competencies, behaviors, and responsibilities develop across different educational pathways. As the community moves beyond the 2027 curriculum revision cycle, bridge pathways spanning vocational, undergraduate, graduate, and non-computing entry routes are rapidly expanding. At the same time, widespread AI use requires curricula to more explicitly address professional judgment, accountability, and ethical reasoning, in addition to technical skills. This working group brings participants together to map, compare, and synthesize real curriculum and pathway artifacts using shared academic and workforce frameworks. Participants will build a competency-oriented pathway framework, identify recurring bridge pathway designs and gaps, and produce practical, post-2027 guidance that supports coherent, scalable, and internationally transferable computing curricula.

Despite the pivotal role that community colleges play in facilitating access to higher education, efforts to broaden participation in computing majors often center the experiences of students who follow direct pathways from high school to university computing programs. As a step to correct this bias, this panel will discuss the diverse pathways that students follow through community colleges in pursuit of computing bachelor's degrees. Panelists will present research on equity and student success in relation to community college transfer and community college bachelor's degree programs. The panel will highlight the promise of community college pathways to advance equity in computing and the barriers that constrain community colleges from fully realizing that promise.

This lightning talk describes the current effort and status to create recommended curriculum competencies for undergraduate data science programs. In 2023, the ACM Education Board established and chartered a task force to extend the ACM Computing Competencies for Undergraduate Data Science Curricula by producing a multidisciplinary set of competencies for data science with representatives from computing, statistics, and applied mathematics societies. ACM published guidelines in 2021 for delivering appropriate computing competencies in data science programs while acknowledging that computing is one major component of data science, along with mathematics and statistics, along with other components. The ACM Education Board recognized the need to expand on this work and invited participation from numerous statistics and mathematics societies to create a more complete set of guidelines. To that end, the American Statistical Association (ASA), the Mathematical Association of America (MAA), and the Society for Industrial and Applied Mathematics (SIAM) joined the ACM to form a joint task force that would expand on the computing elements and add other appropriate components. This lightning talk will present the status of that effort and provide a means to solicit feedback and input on this process. This session should interest all SIGCSE attendees, especially those developing curricula in Data Science.

Adversarial Thinking (AT) is essential in cybersecurity, fostering strategic problem-solving by anticipating worst-case scenarios.However, its integration into early computing education, especially in the first two years, remains underexplored.Introductory courses like CS 0 build foundational skills but are challenging to implement in resource-limited community colleges.Strengthening AT in these students can enhance their workforce readiness and support transfers to four-year programs.Servingness describes how Hispanic-Serving Institutions (HSIs) go beyond merely enrolling Latinx students to address their specific cultural, academic, and social needs.It involves creating inclusive environments where students feel a strong sense of belonging, supported by culturally relevant practices, leadership opportunities, and community engagement.These environments generate feelings of being accepted, valued, and included within a community or group, also called a sense of belonging.This work presents research focused on the incorporation of AT within the first two years of computer science education at community colleges, in particular to a course CS 0. By examining the integration of AT principles in early coursework, the study identifies key characteristics and a sense of belonging that are instrumental in cultivating AT capabilities among students.The findings aim to offer actionable insights for educators in community colleges, enabling them to more effectively prepare students for the complexities of modern computing careers and to address the broader needs of the cybersecurity field.Through this targeted educational approach, students can develop a more robust understanding of adversarial strategies, enhancing their overall computational thinking and problem-solving skills.

Nowadays, educators face the challenge of students developing their own work and acquiring problem-solving skills, especially with the widespread use of AI tools.This includes issues like excessive dependence on AI, creativity stagnation, and prioritizing comprehension over rote learning, all while navigating ethical concerns in academic submissions.Higher education in computer science encounters difficulties as traditional methods become less relevant for new generations (e.g., early college students taking dual enrollment courses) and emerging computer science programs such as CS + X, data science/analytics, and cybersecurity.Some computer science programs integrate labs into lectures, while others keep them as a separate course component.The modalities and resources in higher education vary, including teacher assistance, Peer-Led Team Learning (PLTL) with tutors, and more, e.g., see: [4].In addition, some nations find themselves in the position of needing to provide professional development for new computer science teachers.These educators may not have a background in computer science but instead, come from fields related to education or STEM.They require training to effectively teach the material or, at the very least, a guide on what to teach.To address this, there is a need for a guided inquiry learning tool to help disseminate course material.The workbook tool we introduce is designed for the first year on computer science courses such as CS 1 and CS 2, allowing students to work independently or in teams guided by multimedia access through a QR code.Each activity is structured to align with the topics outlined in the CS2023 [2] knowledge areas while also incorporating Bloom's for Computing verbs [1].

The fingerprint assignment is tailored for the Fundamentals of Computer Programming I and II courses, a.k.a. CS1 and CS2, with a primary focus on teaching the principles of two-dimensional arrays and object-oriented using Java. While these concepts are core to CS1, the assignment is divided into three sections that delve into introductory computing topics, emphasizing cybersecurity and data analytics to captivate students' interest in CS1. This approach is driven by industry recommendations and education agencies. The assignment has been effectively implemented in both CS1 and CS2 classes within a two-year computer science program offered at an HSI community college. It serves a diverse range of audiences, including traditional CS1 and CS2 assessments, acting as a remedial tool for CS2, a project for CS1 honors students, and a summative assessment for Competency-Based Education (CBE). The assignment aligns with specific Student Learning Outcomes outlined in three distinct ACM curricular guidelines, including the ACM/IEEE-CS/AAAI CS2023. Additionally, it leverages "Bloom's for Computing: Enhancing Bloom's Revised Taxonomy with Verbs for Computing Disciplines" to stimulate various levels of cognitive understanding throughout the assignment. Furthermore, it consolidates topics typically covered in CS1, synthesizing these concepts into a single, comprehensive activity. This assignment also recognizes Competency-Based Education (CBE) as a formative assessment method suitable for a wide range of technical and non-technical programs. Lastly, it offers a flexible delivery structure, allowing educators to seamlessly integrate it into their classrooms in a modular fashion.

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

The ACM Education Board recently endorsed the ACM CCECC's Bloom's for Computing publication [2] which enhances the traditional verb list of Bloom's Revised Taxonomy [3] with computing-related verbs to facilitate the development of learning outcomes and competencies which enable more effective assessment of student achievement in the computing disciplines. The specific goals of this poster are a) to inform the global computing community about Bloom's for Computing and various opportunities it provides, and b) to invite members to contribute to the community by translating the Bloom's for Computing verbs into their native language and publicizing them throughout their language area.

To recognize the current and future trends and challenges in computer science education educational materials for the next decade, the authors of this work provide a conversation to voice the computer science community's experience and expertise on these trends. One of the biggest challenges for introductory computing courses in the next few years will be leveraging the new capabilities of Artificial Intelligent systems such as Open AI CodeX and GPT3 that can generate code from a textual description, explain code, and translate code between programming languages. These tools could drastically change how introductory programming is taught by allowing students to focus more on understanding code, modifying code, and testing code than on writing code. Learning content is increasingly shifting from paper textbooks to online learning systems, which include not just traditional text and figures, but increasingly use interactive items to provide students with better explanations and illustrations, extensive practice, and frequent immediate formative feedback, typically at a lower cognitive load than classical programming assignment. We will discuss challenges and opportunities for interoperability with publishing and learning management platforms. Another example is how guided-based instruments, such as peer team learning, open educational resources, or workbooks, are adaptive and hybrid according to students' needs.

Community Colleges provide a variety of academic and terminal degrees, such as associates in applied science and certificates of completion. Data Science is considered an emerging computing area that spans many areas of study and impacts academics and the workforce. The ACM published in 2021 Data Science Task Force Computing Competencies for Undergraduate Data Science Curricula, a curricular report articulates the role of computing discipline-specific contributions to this emerging field. Although this report counts 12 knowledge areas that impact academics and industry, there is an opportunity to align these areas in a two-year context. In this poster, we present the adoption of the ACM report from a two-year perspective.

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

The Peer-Led Team Learning (PLTL) teaching model has been widely applied in several four-year institutions in STEM areas, including Computer Science. Although only a few two-year colleges have adopted similar teaching models, the number of contact hours and interaction between peer leaders and students are limited, and the implementation of an authentic PLTL model is constrained by students' schedules and location accommodation. The propelled migration from face-to-face to online classes during the COVID-19 pandemic surfaced dissemination and implementation of such model alternative. The PLTL model was implemented for the fundamentals of Computer Science, i.e., CS 1, 2, and 3, where peer leaders learned pedagogical techniques, designed, implemented, and proctored programming activities for the three courses online. In this paper, we report the experience of the PLTL model applied to a computer science program in a community college. Experience includes the peer leaders' growth in disseminating material to their peers and how this model measures course performance, recruitment, retention, and completion.

For six decades, ACM and the broader computing community has established guidelines for Computer Science (CS) curricula. In Spring 2021, a CS202X Steering Committee was formed with the goal of establishing new curricular guidelines that will lead CS education for the next decade. As part of CS202X, an Algorithms (AL) subcommittee is focused on revising the AL topics and learning outcomes specified in Computer Science Curricula 2013. As the CS body of knowledge continues to grow, a healthy debate has emerged regarding how to prioritize the discipline's expanding topics for potential inclusion in CS202X. Towards this end, the objective of this BoF session is to seek feedback from members of the SIGCSE community concerning the AL knowledge and competencies that should be included in the new CS202X guidelines. Possible discussions include: should all graduates know Turing Machines, the Halting Problem, Big-O Complexity, or be able to differentiate Divide-and-Conquer from Transform-and-Conquer strategies; should newer algorithmic approaches addressing bias, fairness, and privacy be included in the curriculum; what are we missing; and what is obsolete, and if we cannot include it all, what goes? The entire computing community must assist in deciding such questions and their answers. Attend this BoF and take pride in shaping the curricular guidelines of CS education for the next decade.

This lightning talk describes an in-progress project led by the ACM CCECC (Committee for Computing Education in Community Colleges) to enhance the Bloom's Revised Taxonomy verb list with verbs that focus on computing competencies. Many colleges and universities, as well as organization-led curriculum projects (such as those of the ACM CCECC), use Bloom's Revised Taxonomy with its six levels of cognition to represent the level of cognitive depth a student is expected to achieve for a given competency or learning outcome. There are verb lists that associate verbs with each of the cognitive levels. For example, the verb "define" is associated with the lowest level, Remembering; the verb "develop" is associated with the highest level, Creating. Standard verb lists do not include verbs specific to computing disciplines, which can make it challenging to craft computing-centric learning outcomes. This project is an effort to enhance the standard verb lists with verbs that focus on computing competencies, such as "configure" at the Applying level and "trace" at the Analyzing level. An initial list of about 90 possible new verbs was presented to various computing communities for feedback, including via a poster at SIGCSE 2020. The list has been refined by the project team, and we are seeking another round of community input.

As Computer Science Curricula 2013 (CS2013) approaches its 10th anniversary plans are underway to update this important document. The CS202X task force started these efforts in Spring 2021. The aim of this session is to seek feedback from the community on a draft of the Software Engineering (SE) knowledge area. As Dave Parnas once said, "Software Engineering is the multi-person construction of multi-version programs," it is distinct from programming by virtue of being acutely impacted by issues of time (compatibility, versioning, version skew, schema evolution) and coordination or teamwork (communication, coordination, planning, etc). These are challenging issues to convey effectively given classroom practicalities, but it is essential for our graduates that go on to industry roles to have some awareness of these matters. We hope that by hosting a BoF at SIGCSE we can gather input from current instructors, especially to hear what is and is not working well from the CS2013 guidelines. We also hope such a BoF session can serve as a networking session for educators and education-aligned industry representatives so that we have a better feedback loop as Software Engineering practices evolve.

In this session, members of the ACM Data Science (DS) Task Force will present the final draft of Computing Competencies for Undergraduate Data Science Programs. Drafting this document has been a three-year process, in which the task force has released preliminary drafts, sought input from the community, and responded to the community's helpful feedback. Our intent is that the session be an exchange that will clarify the contents of the report and provide participants with ways to put the report into practice at their own institutions. This session should be of interest to all SIGCSE attendees, but especially to faculty developing college-level curricula in Data Science.

Recursion is one of the essential concepts in computer programming courses and one of the most challenging ideas to deliver in the fundamentals of computer programming courses effectively. Although several previous approaches aid students identify base and recursive cases when they write recursive-based methods, no algorithm has been proposed to help students understand the translation process between iterative to recursive. We proposed a teaching technique that allows students to translate components from loop-based programming to a recursive one.

The Bloom's Revised Taxonomy framework lists many verbs that can assist in measuring learning outcomes and competencies and creating evaluation rubrics. The recent emerging computing areas ought to enhance the existing list of verbs in Bloom's Revised Taxonomy. This poster presents 85 possible verbs to enhance the framework, 34 of which are technical verbs related to computing areas. Educators from two- and four-year institutions can benefit from the enhanced verbs proposed in this work to include in their computing programs.

Community and technical colleges play a significant role in computing education by offering associate-degrees in a variety of ACM-recognized disciplines to a diverse student population. The ACM Committee for Computing Education in Community Colleges (CCECC), a standing committee of the ACM Education Board, serves and supports community and technical college educators in all aspects of computing education, including curriculum and assessment development, advising on public policy and advocating for community and technical colleges throughout the world.

There is a growing need for a minimum skill set within Cybersecurity Education to ensure graduates are able to meet the job requirements. The ACM CCECC (Committee for Computing Education in Community Colleges) has led creation of a set of guidelines for pre-bachelor's degree cybersecurity programs, called Cyber2yr2020. The Cyber2yr2020 guidelines underwent two rounds of public review, including a draft presentation at ITiCSE'19[1]. This poster presents the final curriculum guidelines, provides perspectives on the use, and highlights cybersecurity programs already aligned with the guidelines.

Teaching cybersecurity means teaching all possible ways how software can be attacked - and how to fight such attacks. From the usual pedagogical viewpoint, a natural idea seems to be to teach all these ways one by one. Surprisingly, a completely different approach works even better: when the class is divided into sparring mini-teams that try their best to attack each other and defend from each other. In spite of the lack of thoroughness, this approach generates good specialists - but why? In this paper, by analyzing a simple mathematical model of this situation, we explain why this approach work - and, moreover, we show that it is optimal in some reasonable sense.

As projections of the shortage of cybersecurity workers grow, the ACM CCECC (Committee for Computing Education in Community Colleges) has led creation of a set of guidelines for two-year cybersecurity programs at the associate-degree level, called Cyber2yr2020. The Cyber2yr2020 guidelines underwent two rounds of public review and comment with the StrawDog and IronDog drafts, and the final version will be released in early 2020. This poster presents the curriculum guidelines, provides perspectives on the use of the guidelines, and offers opportunities to highlight two-year cybersecurity programs by aligning with the guidelines in a program example.

After the Association for Computing Machinery (ACM) and the IEEE Computer Society endorsed the recently completed Information Technology Curricula 2017 Curriculum Guidelines (IT2017) for Baccalaureate Degree Programs in Information Technology (IT) [1], the ACM Committee for Computing Education in Community Colleges (CCECC) at the direction of the ACM Education Board joined with the chair of the IT2017 task group to create corresponding guidance for two-year colleges offering IT transfer programs. In some countries, students can complete the first two years of a Bachelor's degree at a two-year school (which may be known as a community college, technical college, or junior college), and then transfer to a university to complete the remaining two years of their course of study [3]. The CCECC formed the IT Transfer Task Force (ITTTF), consisting of educators from both two-year colleges and four-year universities, to provide guidance for IT programs in such two-year schools. The guidance includes the competencies students should achieve during the first two years of an IT Bachelor's degree. The ITTTF is currently seeking public feedback from educators and IT industry representatives on an initial set of competencies to guide how the ITTTF should proceed to build IT Transfer Curriculum Guidelines. This poster will outline the initial selection of competencies to solicit feedback and input on the guidelines, including best practices for communication between two year IT Transfer programs and their four year university partners.

As projections of the shortage of cybersecurity workers grow, the spotlight is on cybersecurity education. In December of 2017, the Joint Task Force on Cybersecurity Education published Cybersecurity Curricula 2017: Curriculum Guidelines for Post-Secondary Degree Programs in Cybersecurity (CSEC2017), representing a new discipline in ACM's Computing Curricula Series. Now the ACM CCECC (Committee for Computing Education in Community Colleges) is leading creation of a similar set of guidelines for two-year cybersecurity programs at the associate-degree level, called CSEC2Y. The CSEC2Y task force of community college educators presented and released the initial draft, called StrawDog at a special session at SIGCSE 2019. A survey seeking public feedback from educators, professionals, and global advisors collected feedback and input on the StrawDog draft. A second draft, called IronDog, will be available by mid-July. In this poster, survey results from the first draft, and the most recent draft will be presented for feedback and critique by the international community.

The ACM Data Science Task Force was established by the ACM Education Council and tasked with articulating the role of computing discipline-specific contributions to this emerging field. This special session seeks to introduce the work of the ACM Data Science Task Force as well as to engage the SIGCSE community in this effort. Members of the task force will introduce key components of a draft report, including a summary of data science curricular efforts to date, results of ACM academic and industry surveys on data science, as well as the initial articulation of computing competencies for undergraduate programs in data science. This session should be of interest to all SIGCSE attendees, but especially faculty developing college-level curricula in Data Science.

As projections of the shortage of cybersecurity workers grow [4], the spotlight is on cybersecurity education. In December of 2017, the Joint Task Force on Cybersecurity Education published Cybersecurity Curricula 2017: Curriculum Guidelines for Post-Secondary Degree Programs in Cybersecurity [6] (CSEC2017), representing a new discipline in ACM's Computing Curricula Series [5]. Now the ACM CCECC (Committee for Computing Education in Community Colleges) is leading creation of a similar set of guidelines for two-year cybersecurity programs at the associate-degree level, called CSEC2Y. This special session, led by the ACM CCECC, will engage participants in the curriculum development process for associate-degree programs in the increasingly important field of cybersecurity. Participants will have the opportunity to review the current CSEC2Y draft and related materials, to recommend changes, plan further revisions, and otherwise assist in crafting the curricular guidance.

If all we know about normalized fuzzy sets is which set is a subset of which, will we be able to detect crisp sets? It is known that we can do it if we allow all possible fuzzy sets, including non-normalized ones. In this paper, we show that a similar detection is possible if we only allow normalized fuzzy sets. We also show that we can detect type-1 fuzzy sets based on the subsethood ordering of normalized interval-valued fuzzy sets.

After two years of intense curriculum development effort, the ACM CCECC (Committee for Computing Education in Community Colleges) published Computer Science Curricular Guidance for Associate-Degree Transfer Programs with Infused Cybersecurity, known as CSTransfer2017. Based on Computer Science Curricula 2013 (CS2013), this guidance was specially designed to aid in the smooth transfer from associate degrees to baccalaureate degrees. The curriculum contains 17 of CS2013's 18 knowledge areas, and a variety of knowledge units appropriate in the first two years of a computer science degree. The guidance comprises over 200 learning outcomes, 64 of which are infused with cybersecurity, along with a three-tiered assessment rubric using measurable verbs from Bloom's Revised Taxonomy. In addition to the CSTransfer2017 task group consisting of 20 community college educators, input from both two- and four-year educators was collected via surveys administered to a global audience, as well as two rounds of public review and comment on drafts of the guidance. Examples of degree and certificate programs that align with CSTransfer2017 are part of a growing repository hosted on the CCECC website, ccecc.acm.org. These program examples demonstrate the adaptability of this competency-based curriculum approach to a variety of computing programs. The CCECC invites institutions to highlight their computer science degree program by submitting a program example at ccecc.acm.org/correlations.

In the usual [0,1]-based fuzzy logic, the actual numerical value of a fuzzy degree can be different depending on a scale, what is important - and scale-independent - is the order between different values. To make a description of fuzziness more adequate, it is reasonable to consider interval-valued degrees instead of numerical ones. Here also, what is most important is the order between the degrees. If we have only order between the intervals, can we, based on this order, reconstruct the original numerical values - i.e., the degenerate intervals? In this paper, we show that such a reconstruction is indeed possible, moreover, that it is possible under three different definitions of order between numerical values.

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

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

Through support from the National Center for Women & Information Technology (NCWIT), the University of Texas at El Paso (UTEP) and the El Paso Community College (EPCC) began a program to collaborate on adoption of Peer-Led Team Learning (PLTL) at EPCC. The NCWIT-funded effort aims to transfer this effective retention practice to the EPCC in order to establish early connections with female students, create community, and provide activities that improve students' problem-solving skills. PLTL provides an active learning experience for students and creates leadership roles for undergraduates. For the peer leaders, the experience of working with faculty and guiding their peers through a challenging course is rewarding, and they learn communication, teaching, leadership, and interpersonal skills. Peer leaders become more confident about their career path,= and many continue to be involved in the department through undergraduate research positions. This is important for retention and advancement efforts, since the peer-leading experience influences the students' motivation to attend graduate school. This paper describes how the UTEP-EPCC partnership was structured, how the practice was transferred, and the challenges that were encountered. It also presents the evaluation results.

To gauge the risk corresponding to a possible disaster, it is important to know both the probability of this disaster and the expected damage caused by such potential disaster (“expected shortfall”). Both these measures of risk are easy to estimate in the ideal case, when we know the exact probabilities of different disaster strengths. In practice, however, we usually only have a partial information about these probabilities: we may have an interval (or, more generally, fuzzy) uncertainty about these probabilities. In this paper, we show how to efficiently estimate the expected shortfall under such interval and/or fuzzy uncertainty.

In this paper, we describe how to estimate relative spatial resolution of different maps or images of the same area under uncertainty. We consider probabilistic and fuzzy approaches and we show that both approaches lead to the same estimate - which makes us somewhat more confident that this joint result is reasonable.