This poster presents an analysis of student learning of basic workflow process for GitHub. It draws on data gathered by GitKit, a learning environment that supports the development of fundamental GitHub skills widely used in contemporary software development. The poster discusses the purpose and facilities of GitKit and presents an analysis of data from use of GitKit at multiple institutions. This analysis focuses on student misconceptions and strategies in trying to execute basic GitHub workflows.

Open source provides a great approach for students to learn about large scale software, team processes, and tools that comprise professional software development. Open source can motivate learning in software engineering by providing scale, complexity, and product evolution that in-class examples cannot match. Finally, open source projects motivate students by providing an authentic, collaborative engagement environment for learning. Join us for a discussion with instructors on the myriad ways that open source software can be incorporated into classes or used to motivate students in clubs and extracurricular activities. Instructors who have tried open source with students will be invited to share their experience and offer examples of what they've done in the classroom. All participants will be encouraged to share ideas, discuss challenges and problems, and ask questions related to teaching with open source. Humanitarian free and open source software (HFOSS) provides the added benefits of appealing to students who are interested in humanitarian applications of computing and providing an opportunity to introduce all students to computing for social good. The BoF organizers are focused on HFOSS, and able to discuss that aspect of teaching open source. But the organizers also encourage faculty with interest in using any type of open source in the classroom to join in this discussion.

This poster presents new developments related to GitKit, a scaffolded environment that supports both students and instructors in developing fundamental skills related to Git-based platforms like GitHub that are widely used in contemporary software development. The poster discusses the purpose and facilities of GitKit, including new capabilities, and preliminary data collection to analyze student skill development in learning GitHub tasks.

This work in progress research paper describes preliminary results of a survey-based study with the goal of answering the research question: Are students in underrepresented race/ethnic groups more interested in and motivated by humanitarian applications of computing rather than non-humanitarian applications? The survey explores student interest and motivation by asking them to choose between humanitarian and non-humanitarian computing applications. The study builds on theories and prior studies that indicate that student learning is improved by providing context to learning in the form of authentic, collaborative engagement with the subject matter. The study also builds on prior research that indicates humanitarian applications may have special appeal to some student groups that are underrepresented in computing education. This prior work includes ad hoc observation by the authors and several small scale surveys that were administered to upper level computing students. Part of the motivation for this study was to see if the same preference for humanitarian applications was apparent with students taking introductory computing courses. Introductory computing students at four institutions completed the survey and the responses of 340 students were analyzed based upon their self-reported races/ethnicities. Students in all race/ethnic groups indicated a higher interest in and motivation by humanitarian applications over non-humanitarian options. In fact, all race/ethnic groups preferred humanitarian over non-humanitarian computing applications at the p<.001 level. In considering differences across race/ethnicities, results indicate that humanitarian applications of computing are particularly appealing to Black and Latinx students. In combination these results indicate that all student groups might be better engaged by course materials that provide a humanitarian context, and underrepresented Black and Latinx students might find the humanitarian connection particularly compelling. Based on these findings, instructors might consider framing programming examples and assignments with a humanitarian focus in order to engage students and potentially increase the number of underrepresented students studying computing.

Undergraduate computing students spend a great deal of time developing the programming skills needed to begin a professional career. Much of that learning centers on single programs that are no more than a few thousand lines of code. Many students have relatively few opportunities to explore and understand team-built industrial scale software products or to see how these projects and their processes are organized. This poster discusses two assignments that use open source projects to provide an opportunity for students to explore large projects and begin to understand some of the organizational elements that are typical of large software projects.

Would you like to incorporate open source into your classes? Open source provides an unmatched opportunity for students to learn about large scale software, team processes, and tools that comprise professional software development. Using open source is helpful in motivating many software engineering concepts by providing scale, complexity, and on-going product evolution that is difficult to mimic in classroom-only materials. Finally, open source projects motivate students by providing an authentic, collaborative engagement environment for learning. Join us for a discussion with instructors on the myriad ways that open source software can be incorporated into classes or used to motivate students in clubs and extracurricular activities. Experienced instructors will provide examples that they've used in the classroom. Participants will be encouraged to provide examples and/or ask questions.

This study investigated whether humanitarian applications of computing are more interesting and motivating to students than non-humanitarian options and whether there are differences across race/ethnic groups. A survey was developed to measure students' interest by asking them to choose between two applications, one humanitarian and one non-humanitarian. Students were also asked to rate how motivating they would find working on a collection of humanitarian and non-humanitarian applications.

The Computer Science Curricula 2023 (CS2023) effort includes a synergistic endeavor to provide supplemental material to aid in the adoption of the guidelines. This supplemental material takes the form of a series of peer-reviewed articles by experts on the design and delivery of Computer Science programs. The Computing for Social Good (CSG) committee is responsible for providing an international perspective on Computing for Social Good in Education (CSG-Ed), description of models for incorporating CSG into curricula, and a discussion of best practices including examples. There is a wide range of approaches to CSG-Ed both in the classroom and beyond. This BoF is intended to gain input from current instructors about these approaches including a discussion of which approaches work well and which are more problematic. We also intend for the BoF to bolster the community of educators who are interested in CSG-Ed in order to disseminate approaches to a wider audience.

Free and Open Source Software (FOSS) is interesting to many students and provides an excellent opportunity to observe and practice many aspects of software product development and management. FOSS projects can motivate many software engineering concepts by providing scale, complexity, and on-going product evolution that is difficult to mimic in classroom-only materials. Open source projects have been a major source of innovation in software engineering and many FOSS projects provide excellent case studies of advanced practices in action. Finally, FOSS projects motivate students by providing an authentic, collaborative engagement environment for learning. This BoF will provide an opportunity for instructors to discuss successes and challenges of teaching open source (TOS) in undergraduate computing programs. The discussion topics will include: fitting TOS in an already full curriculum, types of TOS learning activities that can be shared, instructor preparation and getting started teaching open source.

The persistent lack of women in computing programs leads to some key questions about how to engage more women in computing. Although prior research has shown that women self-report they are motivated by the potential "doing good" nature of computing, this paper describes a more focused study designed to investigate if there are differences in women's interest and motivation in developing humanitarian vs. non-humanitarian applications.

This Research Full Paper describes a case study of educators changing practice as a result of interactions with an open source software community. It examines an NSF-funded initiative designed to expose educators to humanitarian free and open source software (HFOSS) communities and, in turn, to support them in involving their students in these communities as part of their classroom experience. To date, more than 150 faculty from over 120 different institutions have participated in the initiative’s faculty development workshops. In this work, we conducted in-depth interviews with 24 workshop participants. The interviews explored how faculty had adopted HFOSS in the classroom, the hurdles and successes they encountered, and how their teaching had changed, among other questions. Some of the themes we identify in our data – obstacles to adoption, such as a lack of time, and the importance of the institutional context – confirm prior findings in the literature on pedagogical change. However, this work also identifies several additional nuances that have not previously been reported and emphasizes common aspects among educators who successfully adopted a practice.

Instructors in computing live with constant change in our discipline along with evolution of teaching modes and methods. These changes lead many instructors to adjust their teaching and also seem to impact self-perception and identity of faculty as instructors. This BoF will discuss instructor identity in computing and ways that identity changes over time. The organizers have observed identity change among instructors who have begun to employ open source software for social good as a vehicle for student learning. The BoF is an invitation to discuss this identity change in a broader context. It seems likely, for example, that the pandemic may have changed instructor self-perceptions. The on-going high rate of change in computing may also impact instructors. The BoF ogranizers would like to discuss other instances of change in identity of computing faculty, and discuss how this phenomenon might be investigated. Faculty interested in an exploration of this area as a research project are particularly encouraged to join the BoF.

Computing for social good is an expanding focus for many computing departments. For some, computing for social good aligns with their missions, while for others it is a way to broaden students' views of the field. Having students work on an issue on their campus or in their community provides them with a topic that may be familiar, or a client that may be more accessible. It empowers them to make a difference at their school and help others in a concrete and meaningful way. Examples of campus-based computing for social good initiatives are LibreFoodPantry (on-campus food pantries), FarmData (college run organic farm) and OpenEnergyDashboard (on-campus energy utilization). These open source projects allow students to contribute to a campus-based need while at the same time learning valuable project management skills, teamwork, version control and much more.

The benefits of increasing diversity in computing are well known, but the computing profession continues to struggle to become diverse. Recent figures from the National Center for Women in Technology show that only 26% of the computing workforce were women. There is some evidence that demonstrating the ability for computing to accomplish social good may make studying computing more attractive to women and members of other underrepresented groups. This poster presents initial results of a survey of 288 undergraduate students to ascertain preferences for computing domains. The poster provides evidence of aspects of computing that appeal to underrepresented groups, including women.

Student involvement in Humanitarian Free and Open Source Software (HFOSS) increases student self-reported learning while providing the motivation of "doing good" [11]. Supporting this type of student participation also impacts the instructors. This effect includes modifying one's teaching approach, providing a different perspective on the subject matter, and changing how instructors perceive their roles. This paper explores the impact on instructors that result from supporting student participation in HFOSS, including consideration of pedagogical practices, self-perceptions of teaching, and exposure to open source culture and technologies. The paper also examines resources that instructors consider important for HFOSS education. The analysis presented here is based upon a qualitative analysis of semi-structured interviews with 24 faculty members. Results indicate that exploring HFOSS education changes instructors' pedagogical approaches, broadens instructors' perspectives on the connections between academic content and professional practice, and has impact on instructors' attitudes and motivations when teaching.

This special session is intended for people who are curious about integrating Humanitarian Free and Open Source Software (HFOSS) into their courses and involving students in HFOSS projects. HFOSS participation provides an excellent vehicle to introduce students to computing for social good while also giving them experience with real-world software development. The session will begin with a series of lightning talks by faculty who have incorporated HFOSS participation into one or more of their courses. This will be followed by a small group activity to allow attendees to ask questions and discuss individual interests in integrating HFOSS activities and to become familiar with HFOSS educational resources available for instructors. The session will conclude with some closing comments on current and planned activities of instructors who are teaching with HFOSS and suggestions for faculty who would like to pursue this teaching approach themselves.

Computing often makes headlines for negative social impacts such as data breaches, algorithmic bias, and cyber warfare. The many ways that computing can create social good are similarly powerful but seem to get much less attention. This BoF will explore ways to incorporate the positive potential of computing for social good in undergraduate courses. The organizers are especially interested in active learning approaches where students can experience first-hand the positive social impact of computing. The discussion will allow faculty who have included computing for social good in their courses to exchange ideas and share their experiences. Faculty who are interested in this area but have not yet tried it in their courses are encouraged to join the discussion.

Free and Open Source Software (FOSS) is interesting to many students and provides an excellent opportunity to observe and practice many aspects of software product development and management. There is an active community of faculty fostering student participation in open source within computing curricula (see http://teachingopensource.org). However, the opportunity to add coverage of FOSS varies considerably from institution to institution, and there are always limits to what can be done with existing computing curricula. One approach to solving this limitation is for students to learn about and participate in FOSS projects as an extra-curricular activity. This BoF will provide a forum for faculty members to discuss open source student clubs. The Mozilla Foundation has been developing a program to support open source clubs. The initial clubs were primarily located in Asia, but Mozilla started an effort to expand the clubs to the U.S. during the current academic year. The BoF will include discussion of this effort and materials developed by Mozilla. (See https://opensource.mozilla.community/)

Studies have shown that Humanitarian Free and Open Source Software (HFOSS) projects provide a rich learning environment for students, allowing them to gain a range of both technical and professional skills. Although there have been a number of studies on student attitudes toward learning within HFOSS projects, little has been documented about instructors' experiences supporting their students in the classroom. This paper examines survey results from 26 faculty members who participated in an NSF-funded Professors' Open Source Software Experience workshop with the goal of incorporating HFOSS into their curriculum. The survey was designed to identify barriers to using HFOSS in the classroom, to understand the type of classes where instructors incorporated HFOSS, the successes attained and challenges faced by instructors, and to understand instructors' future plans. The data gathered was used to enhance semi-structured interviews that are currently being analyzed. This paper focuses on the hurdles reported by faculty members, the cross-section of uses of HFOSS in the classroom as well as factors that may influence one's ability to integrate HFOSS into the curriculum. The results of the survey demonstrate that faculty have successfully incorporated HFOSS into a wide range of courses across all four years of the curriculum with both large and small classes. The major hurdles are time to prepare materials for one's course as well as finding time within an existing course to integrate HFOSS material.

This poster presents a plan for a first-semester freshman computing course based on Open Organization principles using humanitarian organizations as the context. The goal of the course is to instill engagement with learning in students from the beginning of their academic careers when they are psychologically invested in their learning and more likely to internalize the learning. The anticipated outcome is students who are motivated, engaged, and able to handle the rapid rate of computing change in today's society.

1. Many instructors are excited by the potential learning that occurs via student participation in Humanitarian Free and Open Source Software (HFOSS) projects. However, one of the main challenges for instructors desiring to support such participation is identifying an appropriate project. There are a vast number of HFOSS projects with varying sizes, complexities, domains and community cultures. This presentation describes a guided approach to evaluating an HFOSS project for someone trying to pick a project to which they will contribute. The activity is designed with particular attention to instructors who need to identify an HFOSS project that they will use in a class. The characteristics evaluated include the pattern of contributions, pattern of commits, programming languages used, and more. This activity uses OpenMRS as a sample project to evaluate.

There is a growing community of faculty members who support student participation in Humanitarian Free and Open Source Software (HFOSS) projects in a variety of courses at a range of different institutions. HFOSS can provide a plethora of learning opportunities for students that ranges from design to code to test to documentation and more. Involvement in an HFOSS project allows students to gain professional skills while also gaining an understanding of the social impact of computing. However, experience has shown that supporting student involvement in HFOSS can pose some challenges to instructors including identification of appropriate assignments, creation of rubrics, grading, and managing interactions with the HFOSS community. The organizers of this BoF are faculty members who have a spectrum of experience in supporting student involvement in HFOSS. The organizers will share tips for structuring such student participation as well as discuss challenges that they've experienced and approaches for overcoming those challenges. Attendees will be encouraged to ask questions about how to get started, selecting an appropriate HFOSS project, structuring assignments, and more. This BoF will provide faculty members the opportunity to network with instructors with experience in this area.

Student participation in Humanitarian Free and Open Source Software (HFOSS) projects offers great learning opportunities for students, including: designing, coding, testing, documentation, collaboration and other professional skills. Humanitarian projects also foster understanding of computing's potential social impact. However, working with any open source project -- including HFOSS projects - presents some challenges to instructors. Identifying appropriate assignments, creating meaningful rubrics, mapping the academic schedule to a project's release cycle, and eliciting engagement from the HFOSS project community are just a few of the potential hurdles to overcome. This BOF will be led by a diverse group of faculty who have encountered and overcome these challenges. The organizers and other attendees will share approaches to student involvement in HFOSS as well as the challenges they've encountered and how they've overcome them. Faculty who are interested in involving students in real-world projects will be able to ask about topics including use of HFOSS in a range of courses including introductory courses, project selection, structuring courses and assignments, and gaining university buy-in, while making connections with more experienced faculty in this area. Participation of an open source community member will add perspective from open source communities.

This paper reports on a study of student opinion of the impact of participation in Humanitarian Free and Open Source Software (HFOSS) on motivation, computing learning, and major/career direction. The study builds on an existing body of work in student participation in HFOSS. Six institutions with a variety of profiles are involved in the study and the paper reports on quantitative analysis of Likert survey items. Results of Mann-Whitney U tests on Likert data are mixed. Positive results indicate that students perceived that participating in an HFOSS project made them more comfortable with computing and improved their perceived ability to maintain a project and interact with professionals. Negative results include a perceived decrease in perception of computing skills, which may result from an increased understanding of the complexity of developing a large, real-world project.

Providing students with the professional, communication, and technical skills necessary to contribute to an ongoing software project is critical, yet often difficult in higher education. Involving student teams in real-world projects developed by professional software engineers for actual users is invaluable. Free and Open Source Software (FOSS) has emerged as an important approach to creating, managing, and distributing software products. Involvement in a FOSS project provides students with experience developing within a professional environment, with a professional community, and has the additional benefit that all communication and artifacts are publicly accessible. Humanitarian Free and Open Source Software (HFOSS) projects benefit the human condition in some manner. They can range from disaster management to microfinance to election-monitoring applications. This article discusses the benefits and challenges of students participating in HFOSS projects within the context of undergraduate computing degree programs. This article reports on a 6-year study of students' self-reported attitudes and learning from participation in an HFOSS project. Results indicate that working on an HFOSS project increases interest in computing. In addition, students perceive that they are gaining experience in developing software in a distributed environment with the attendant skills of communication, distributed teamwork, and more.

Software engineering students need to understand the major phases of software development such as requirements elicitation, design, etc., as well as the documentation that supports these activities. Students also need to understand the critical need for excellent communication both within development teams as well as with customers, managers, and other stakeholders. Student participation in Free and Open Source Software (FOSS) projects provides an opportunity for students to gain a range of software engineering knowledge and skills via interaction with software professionals. However, many FOSS projects have minimal or incomplete documentation and frequently the documentation that does exist lacks organization. This presentation demonstrates the use of IEEE standard-based document templates within a FOSS project to scaffold student learning.

Curriculum guidelines for both Computer Science and Software Engineering emphasize the need for student experience working on a sizeable, real-world project. This poster presents student experience in a Humanitarian Free and Open Source Software (HFOSS) project that is jointly maintained by the GNOME Accessibility Team and three academic institutions. In this environment, students enjoy apprenticeship learning and learn directly from professionals within an active project. Results from a survey on student self-reported software engineering learning, attitude towards computing, and career plans are presented.

Have you ever wanted your students to contribute to or learn from a real-world software project that benefits society? Want some help getting started? Many students find involvement in Humanitarian Free and Open Source Software (HFOSS) projects engaging and motivating. As a first step, this workshop will introduce faculty to FOSS tools and culture. Through a virtual field trip into the world of HFOSS you will learn how to find a project, discern characteristics of a good project for student participation and understand how to use IRC, a communication tool used by FOSS developers. The use of version control to support project development will also be discussed. Along the way, you will learn how to support student learning in such projects. All topics will be covered at an introductory level. Participants will take away exercises that can be used in the classroom. Additionally, participants will have access to support in the creation of assignments or curriculum and their implementation from teachers experienced in supporting students in HFOSS participation. Additional information at: http://www.foss2serve.org/index.php/SIGCSE_2014_Workshop Laptop required.

The Ensemble computing portal originated under the NSF NSDL program and enjoys the respect and continued interest of the computing education community. The project has reached a maturity level at which it is time to focus on the long-term viability of the activity. The original proposal included a commitment from the Villanova University library to adopt the system and keep in running in perpetuity. However, merely keeping the system running will not preserve nor extend the true promise of the project. That requires an active, engaged community. The leaders of the Ensemble project invite our partner projects and the SIGCSE community to join us in an initial meeting of an organization devoted to the continued development and support of the Ensemble vision: that of a community of educators sharing their best efforts, showcasing the best resources, and archiving materials that deserve long term preservation.

This panel will discuss recent trends in graduate software engineering programs, including adoption of GSwE2009, cooperative programs between schools, increasing use of distance education formats, and specialization of programs for industry partners. Panelists will also discuss the evolving relationship of software engineering to other disciplines, such as computer science and systems engineering.

We shall conduct a half-day workshop on needed revisions to Software Engineering 2004: Curriculum Guidelines for Undergraduate Degree Programs in Software Engineering (SE 2004). A brief overview of the current guidelines and their revision status will be presented. Workshop attendees will share their experience using the current guidelines and suggest needed changes. We will provide a summary report from the workshop to other CSEE&T attendees at a Birds Of a Feather meeting later during the conference.

Free and Open Source Software (FOSS) has become an important segment of the computing industry and a source of innovation in software development. The open culture of FOSS projects where all project artifacts are accessible and communication is visible provides computing educators with an array of unique opportunities for student learning. However, FOSS projects can also present hurdles to instructors desiring to take advantage of these opportunities including the learning curve for FOSS culture, infrastructure and processes, difficulties in designing appropriate assignments, and more. This paper presents a model for faculty development based on experiences with prior academic and FOSS approaches to faculty development.

Student involvement in Free and Open Source Software (FOSS) holds the potential to support a wide range software engineering education topics from requirements to design to testing and more. In addition, participation in a FOSS project exposes students to large, complex software projects and real-world development teams and environments like those that they will typically see after graduation. However, identifying a project appropriate for student involvement can be a difficult task. There are a huge number of possible FOSS projects with a wide range of sizes, complexity, and domains. The presenters of this workshop have developed an approach to FOSS project identification [1] which is based on several years of experience with student participation in FOSS projects. The approach is based on humanitarian FOSS (HFOSS) as those projects have been shown to motivate students [2]. During the workshop, key criteria for evaluating a FOSS project will be presented, along with a rubric. This workshop will interactively walk participants through the process of identifying and evaluating a project appropriate for their classes based on the criteria and rubric.

This panel will engage participants in a discussion of recent changes in software engineering practice that should be reflected in curriculum guidelines for undergraduate software engineering programs. Current progress in revising the guidelines will be presented, including suggestions to update coverage of agile methods, security and service-oriented computing.

Studies have shown that the "near peer" experience where students of various levels are jointly involved in co-learning activities can motivate students and support wide learning. This poster describes initial steps towards the development of a Humanitarian Free and Open Source Software project by a mixed team of students of various levels and from varying institutions.

Software Engineering 2004: Curriculum Guidelines for Undergraduate Degree Programs in Software Engineering (SE 2004) [1] is one volume in a set of computing curricula adopted and supported by the ACM and the IEEE Computer Society. In order to keep the software engineering guidelines up to date the two professional societies began a review and revision project in early 2011. This special session will present the results of the review, present a first draft of the revision, and provide time for discussion and input from the computing education community.

Humanitarian Free and Open Source Software (HFOSS) projects provide a real-world application with an approachable and welcoming community for both faculty and students. Many faculty members are excited by the prospect of their students contributing to HFOSS. They perceive it as an opportunity to engage students, regardless of race or gender, in projects that have societal impact. However trying something new in the classroom though can be daunting, and many barriers to entry exist. Locating an appropriate project, trying to figure out how to incorporate a dynamic, real-world project into the curriculum and learning how to interact with the project's community each present their own set of challenges. This BOF provides a gathering place for faculty who are interested in student participation in FOSS or HFOSS. The discussion will include an overview of an NSF-funded project, OpenFE. The goal of OpenFE is to develop faculty expertise in working with HFOSS projects and to develop curriculum materials that support faculty members in bringing this approach into their classrooms. The members of the OpenFE team will discuss plans for this grant and welcome both novices and experienced contributors to join us and provide feedback.

Participating in free and open source (FOSS) software communities provides students with authentic learning while supplying instructors with a wide variety of educational opportunities including coding, testing, documentation, professionalism and more. However, instructors may be unfamiliar with how FOSS communities work and therefore may be reluctant to involve students in such communities. This workshop is a subset of material used in Red Hat's Professors' Open Source Summer Experience (http://communityleadershipteam.org/posse) workshop, now in its third year of successfully providing a ramp to FOSS projects for instructors. These instructors have demonstrated success in involving their students in FOSS communities where students have contributed code, interface design, and more. Intended audience: Computing educators at the college or high school level interested in involving students in open source software projects in any capacity (testing, coding, documentation, design, project management, observational shadowing of a large-scale project, etc). The workshop may also be of interest to pre-high school computing educators and members of the open source community. No experience with open source communities or contribution is necessary.

Free and Open Source Software (FOSS) offers a transparent development environment and community in which to involve students. Students can learn much about software development and professionalism by contributing to an on-going project. However, the number of FOSS projects is very large and there is a wide range of size, complexity, domains, and communities, making selection of an ideal project for students difficult. This paper addresses the need for guidance when selecting a FOSS project for student involvement by presenting an approach for FOSS project selection based on clearly identified criteria. The approach is based on several years of experience involving students in FOSS projects.

Participating in free and open source software (FOSS) has numerous benefits for students (and faculty), and there is increasing interest in encouraging such participation. There is a broad range of possible contributions to FOSS projects including documentation, testing, coding, and more. This range allows people with a variety of backgrounds, including little or no CS background, to contribute to a FOSS project. This poster describes the status of a project to identify and categorize learning activities that contribute to FOSS. During Spring 2011, an NSF-sponsored workshop on student participation in humanitarian FOSS for the SoftHum project brought together a group of experienced FOSS developers, faculty, and students. One result of this workshop was a list of nearly 100 learning activities that could contribute to FOSS projects and provide meaningful experiences for students and faculty. We were surprised by the variety of results. Some of the activities have been used successfully or are variations of familiar learning activities; others are ideas that seem promising but require further development and validation. We are experimenting with individual activities, and seeking colleagues interested in doing likewise. We are also mapping the learning activities onto Computer Science Curriculum 2008 to make it easier for faculty to identify relevant activities and map them to course or program learning objectives. The poster briefly summarizes relevant background, describe the process used to identify appropriate activities and provide examples of activities and their mappings.

Software projects are frequently used to provide software engineering students with an understanding of the complexities of real-world software development. Free and Open Source Software projects provide a unique opportunity for student learning as projects are open and accessible and students are able to interact with an established professional community. However, many faculty members have little or no experience participating in an open source software project. In addition, faculty members may be reluctant to approach student learning within such a project due to concerns over time requirements, learning curve, the unpredictability of working with a "live" community, and more. This paper provides guidance to instructors desiring to involve students in open source projects.

This WIP discusses Inspire-CT, an NSF-funded, multi-institutional project that is exploring ways to share the excitement and engagement of advanced computing courses with pre-college and introductory undergraduate students. The discussion includes examples of initial educational activities and a summary of results, issues, and future plans.

Many faculty members understand the potential for computing students to learn via participation in Free and Open Source Software (FOSS) projects. However, there are few resources for introducing students (and faculty members) to FOSS projects. This tip presents several "FOSS field trip" assignments that allow students to explore and learn about FOSS projects.

This poster reports on student opinion of the Software Engineering knowledge gained by students exploring a Humanitarian Free and Open Source Software project. Eight students in a non-majors class and eleven more-advanced software development students were surveyed pre- and post-course on their opinions of technical and professional knowledge gained.

Free and Open Source Software (FOSS) and documentation projects provide excellent learning opportunities for students. In the context of active learning, FOSS is particularly interesting in providing transparent meritocracies that allow students to observe and contribute as part of their learning. This panel will present four different perspectives on student involvement in Free and Open Source Software (FOSS) projects. These perspectives will cover: (a) different ways that students can contribute to FOSS projects beyond coding, (b) an industry perspective on student involvement in FOSS projects, (c) how Humanitarian FOSS can provide a welcoming environment for student learning, and (d) barriers to faculty involvement and how such barriers can be overcome.

Ensemble is a new NSF NSDL Pathways project working to establish a distributed digital library for computing education. This project is funded by the National Science Foundation. The project includes the CSTA portal for teaching materials for teachers in schools.

This poster describes an effort to create a different initial course sequence for computing degrees. This effort, the EntryPoint project, focuses primarily on the first two years of the undergraduate program. An intention of the project is to retain programming learning objectives, but move away from the traditional programming-focused introductory sequence. A three dimensional model, CAP (content, application, and process), is used to organize the discussion of introductory courses.

Student involvement in Humanitarian Free and Open Source Software (HFOSS) projects holds the potential to provide a rich education experience to undergraduates. This paper discusses educational use of HFOSS including identification of the potential for HFOSS to impact curricula, an overview of an implementation of HFOSS in education and a description of an evaluation framework that includes measures of success of such a program. The paper also presents results from initial surveys of students involved in HFOSS development in several U.S. academic institutions. The paper concludes with a discussion of work in progress.

This panel will discuss issues and methods for incorporating free and open source software (FOSS) in computer science education. The panelists are investigating approaches to student participation in FOSS that produce results that are contributed to the FOSS community and actually used by others.

Software engineering has emerged as a discipline, but it is still new and relatively small. It is important to consider how this process has progressed, and to ensure that the continued evolution of the discipline has the support and attention that will ensure success. Nancy Mead has positively influenced software engineering education for the past several decades. This paper discusses Nancypsilas influence on software engineering education through the Working Group on Software Engineering Education and Training (WGSEET). The intention of this focus is to celebrate Nancypsilas accomplishment, but also suggest that the software engineering education community needs similar leadership and community participation to ensure that progress continues.

For the past year, Trinity College has utilized Sahana, a free and open source disaster management system, as a foundation to teach software engineering. The goals of the use of the Sahana project are threefold: to provide students with a real-world software engineering experience; to introduce students to the open-source development model; and to attract a wider variety of students into computing due to the real-world and humanitarian nature of the Sahana project. This paper discusses an approach for using open source software as a foundation to teach software engineering in a Liberal Arts environment by involving students in an ongoing, real-world project from the very beginning, allowing students with a wide range of backgrounds to participate. Results of a learning survey of a small group of students who have participated in the project are presented. The paper also provides guidance to others contemplating incorporating open source projects into their software engineering courses or curriculum.

This poster presents the results of a comparison of retention rates for students in a Masters of Computer Science degree program located in the United States. This study is unusual in that it compares retention for an entire degree program where the same program is offered in both distance education and traditional on-campus formats.

This poster presents results of the SWENET project, an NSF funded project to produce and organize high-quality materials supporting software engineering education. These materials support faculty members delivering software engineering degrees and also individual software engineering courses or modules in other computing degrees. The poster summarizes the SWENET efforts, addresses future directions in developing shared course materials, and explains how faculty members can make use of the existing material.

This paper describes a SWENET course module on formal technical reviews. The module provides an overview of software reviews, walkthroughs and inspections. It then focuses in more detail on formal technical reviews as an example of one review approach. The module is intended to provide about two hours of class lecture material and can be used in combination with an exercise that would take two to three hours. The module includes instructor tips, sample exercise instructions, and presentation slides

This half-day workshop will provide participants an opportunity to learn about the SWENET project and to participate in review or materials development tasks related to the project. SWENET is an NSF project designed to create a Web-based community for software engineering education. A key activity in the project is to create, collect, and share software engineering course materials within the context of current accreditation guidelines and curricular models.

Summary form only given. As the number of undergraduate software engineering programs increases, what does this imply about the future role of graduate programs in software engineering? This panel will explore changes that may be required to existing graduate software engineering programs to adapt to the increasing number of undergraduates with bachelor's degrees in software engineering entering graduate software engineering programs. In particular, the questions the panel will consider include: How should graduate software engineering programs adapt to accommodate the arrival of students with BSSE degrees? Should graduate software engineering curricula change because of the growth in BSSE programs, and, if so, how? Should a BSSE degree substitute for the industry experience requirement commonly used in MSSE programs? Will graduate software engineering education still have value in industry for a BSSE graduate? What is the role of post-baccalaureate certificate programs in relation to graduate software engineering degree programs? How does the arrival of accreditation for software engineering impact graduate software engineering education? The panel participants have experience with both undergraduate and graduate software engineering education delivered in both degree and certificate programs. The panel has also been organized to include perspectives from the U.S. and Europe as well as a perspective from industry.

This paper presents ideas and issues related to the design and implementation of a curriculum for the introductory part of a B.S. degree in Software Engineering (BSSE). It provides a framework for designing curriculum units and other learning activities that will help prepare students for more advanced study in software engineering. The curriculum is called "introductory" because it represents the beginning knowledge and practices that software engineering students must acquire in the first year or two to adequately prepare them for more advanced study.

Workshop Summary This workshop will provide participants with an opportunity to discuss and critique software engineering course materials being developed as part of the SWENET project. SWENET is an NSF project designed to create a Web-based community of software engineering education. A key activity in the project is to create, collect, and share software engineering course materials within the context of current accreditation guidelines and curricular models.

This panel will consider the conditions under which software engineering degree programs are being designed and implemented in the United States. The discussion will focus particularly on how these conditions are changing over time as more degree programs are implemented and general software engineering issues evolve. The panelists represent four undergraduate software engineering degree programs and also have experience with several graduate degree programs. The number of undergraduate software engineering degree programs worldwide is growing but still small. Many of the early programs, especially in the United States, have had to deal with difficult issues including crossing disciplinary and organizational boundaries. Other institutions are struggling to address these issues today and still more will need to deal with them in the future. Unless many of these efforts are successful, software engineering will not be successful as a discipline. While the early undergraduate software engineering initiatives have unfolded at various universities, conditions for these efforts have been changing. Key features of the landscape including accreditation, licensing, and curricular models are all changing. In addition, future initiatives will have the start-up experience and early success of the first programs as points of reference. All of these factors will change the context for future efforts. This panel session will discuss the experience of several universities in starting and managing software engineering programs. In particular, the discussion will focus on how issues and approaches have changed over time. This discussion should be useful to faculty at other institutions considering starting software engineering programs. The panel discussion will include consideration of the following topics: • Participants – Who among faculty or administrative groups have supported or resisted software engineering programs? • Organization -- Where have software engineering programs been located within the university?

Agile software development methodologies claim to be superior for adapting to the changing needs of customers and projects and to the people on the team. As a result, these methodologies are steadily gaining interest and popularity in industry. Some examples of agile methodologies are Extreme Programming, Feature-Driven Development, Scrum, and Win-Win Spiral. Each of these processes comprises a set of practices, some of which are currently considered best practices and are consistent with what is taught in software engineering courses today. Other practices, however, are controversial and run contrary to the focus of most curricular materials. As educators, we must assess the academic and technical values of emerging technologies and, if convinced of their worthiness, we owe it to our students to integrate them into our curricula.

Distance education is becoming common in the delivery of software engineering education and training. This panel will examine this phenomenon from the perspective of faculty delivering distance programs. Panelists have experience with a variety of delivery technologies and will discuss considerations and impact of using those methods of delivery.

This paper discusses on online graduate course that teaches a structured method of systems analysis. The course is the first course in a completely online graduate degree program. The paper briefly discusses the degree program and the online environment, and describes how the course is organized and taught. The paper also presents data showing the level of activity by course participants and post-cost evaluation by students.

The 12th Conference on Software Engineering Education and Training (CSEE&T '99), held immediately before SIGCSE '99 in New Orleans, continued a tradition of offering direction, promoting innovation and collaboration, and stimulating new instructional approaches to software engineering education and training. CSEE&T is the only conference devoted entirely to the improvement of software engineering education and training.CSEE&T '99 focused on a different theme each day:• Professional Issues• Training Curricula and Distance Education• Undergraduate and Graduate CurriculaCSEE&T '99 also included several half-day workshops designed to provide a forum participants to exchange opinions on topics on software engineering research and practice, and related education and training issues.This panel will report on the activities of CSEE&T '99 for the benefit of those at SIGCSE that could not attend both conferences. Some of the issues related to CSEE&T '99 that will be addressed by the panelists:• Current trends in software engineering education that were presented;• The status of the development of software engineering as a discipline, especially with regard to curriculum models, accreditation, and licensing, and how that may affect computer science programs;• Good pedagogical techniques/tools/projects that were identified;• Areas of controversy concerning software engineering that were addressed;• Areas that were discussed where software engineering education needs improvement; and• Reasons why it would be beneficial for SIGCSE attendees to also attend CSEE&T in future years.CSEE&T was first held in 1987, and was then called the Conference on Software Engineering Education. It has been held annually since that time, except for a one-year skip in 1993. Until 1992, the conference was located in Pittsburgh, and is now held in various parts of the United States. In 1997, the name of the conference was changed to the Conference on Software Education and Training, to reflect the growing interest in training and industry/university collaboration issues at the conference.CSEE&T was originally sponsored by the Software Engineering Institute (SEI) of Carnegie Mellon University. In 1996, SEI and the IEEE Computer Society jointly sponsored the conference, with IEEE-CS taking over complete sponsorship in 1997. The conference is still partially supported by the SEI, and is held in cooperation with ACM SIGCSE. (The conference has been held in the same city immediately before the SIGCSE Symposium on Computer Science Education since 1998.) When under SEI sponsorship, the conference chairs and most of the program committee were associated with the institute, while the organizers of the conference are now drawn from the entire software engineering education and training community. The Conference Proceedings were originally published by Springer-Verlag, and since 1996 by IEEE-CS.

Asynchronous learning networks (ALN) provide a means to break the traditional time and place constraints in delivery of education. This application of information technology to education creates exciting possibilities for extending educational opportunities. Drexel University is using an ALN to deliver a graduate degree in information systems with a software engineering concentration. Students in this program never attend a face-to-face class but nonetheless do their work in an environment that emphasizes collaborative learning. This paper provides an overview of the Drexel project, describes the learning environment, and discusses methods and issues for teaching courses in an ALN environment.

Ann E. Kelley SobelAbstract: Any reviewer of software engineering education will quickly conclude that there is no general agreement on organizational placement of software engineering within institutions of higher education. At the same time, it seems clear that finding the right organizational fit may substantially affect the long-term success of software engineering education. This panel will present a variety of organizational approaches and discuss the implications of those approaches on software engineering education.