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approaches addressing bias, fairness, and privacy be included in the curriculum; what are we missing; and what is obsolete, and if we cannot include it all, what goes?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.

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 workshop is designed to prepare elementary teachers to incorporate the Indiana state Computer Science standards into their curriculum. No previous knowledge of computer science is required. The workshop will include a review of the K-5 Computer Science standards, including terminology and context. Attendees will cycle through four 90-minute workshops balancing review of relevant standards with content and ideas for implementation particularly in these four areas:

Do you want to learn more about ABET accreditation? Do you want help determining if ABET is right for your computing programs? If you are going for ABET accreditation, what insights are helpful? Even if ABET accreditation is not right for your computer programs, can you still benefit from it? How can ABET help individual professors grow professionally? If you want to learn more about ABET, this tutorial is for you. Dr. Cathy Bareiss has been a program evaluator for ABET since 2006 and will share her knowledge with you. Even if your department might not pursue accreditation, you can benefit from this tutorial.

Faculty members in a small department (5 FTE or less) face special challenges and strengths because of their size. This BOF is a time for faculty to meet and discuss ways to meet the shared challenges and take advantage of their strengths. The actual topics covered will be based on those attending. Possible topics might include: sharing classes, increasing enrollment, general education, and specialized courses.

Assessment has suffered from a bad reputation as very difficult and time consuming. ABET can also be time consuming and difficult. While almost all schools require some form of assessment, ABET can be considered optional. This workshop aims to help in the following areas: 1) Is ABET a viable option for me (especially if you are from a small department), 2) How can I get the most out of ABET accreditation, 3) Given the fact that I must do assessment (for ABET and/or my home institution), how can I get the most out of it without spending more time than I have on it? The emphasis of the workshop will be geared to the needs of those attending with a time for sharing of best practices (or even worst experiences) from those attending.

In this workshop participants will be equipped to teach and adapt a new type of computing course for non-majors at their institution. Most courses for non-majors take one of the following forms: 1) learn to use specific software (often office suite) 2) learn to program 3) CS0 breadth survey teaching what computers are and how they work. As the use of computing in all disciplines becomes more pervasive and complex, a new option should be considered: an integration of computing within the specific discipline(s) and the foundational computing knowledge that is important in that area. The Computing Foundations for the Scientist course is one such instanced developed to teach science majors how to better use and understand technology as they do this work. This work includes 5 modules of computing (covering areas such as sources of errors, algorithm analysis, data storage, and data structures) and 11 scientific modules (from biology, chemistry, geology, engineering, and mathematics). These 16 modules can be combined in different ways to form an independent course or subsets can be integrated into existing courses. The idea is that most scientists are using complex software but may not understand enough of what is going one behind the scenes to take full advantage of the results generated by the computer. This course does this. In addition, this course models how this idea can be applied to other disciplines (such as Computing Foundations for the Social Scientist, Computing Foundations for the Artistic, Computing Foundations in the Health Care Industry, etc.) This workshop will include: 1) An overview of the different approaches for non-majors 2) An overview of the course 3) A detailed look at a few modules (with hands experience being available) 4) Time for discussion about the different ways this work can be taken to the home institutions. This material is based upon work supported by the National Science Foundation under Grant Number (0942362). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

How often do you feel deprived when you see your colleagues from a foreign language department, history department, or some other department plan a professional experience overseas and you think "What reason could I ever have to travel in the computing field -> we can do everything virtually?" During this panel, the panelists who have had a variety of experiences going overseas (by themselves and with students) will talk about their experiences and what they learned. Each of the panelists has spent a year teaching and/or researching overseas while on a sabbatical. In addition, some of the panelists have taken students on technology service trips to different countries. Areas visited include Asia, Africa, Europe, and Central America. Audience members will hear about lessons learned and will be inspired about all the different opportunities for working overseas.

How often do you feel deprived when you see your colleagues from a foreign language department, history department, or some other department plan a professional experience overseas and you think "What reason could I ever have to travel in the computing field -> we can do everything virtually?" During this panel, the panelists who have had a variety of experiences going overseas (by themselves and with students) will talk about their experiences and what they learned. Each of the panelists has spent a year teaching and/or researching overseas while on a sabbatical. In addition, some of the panelists have taken students on technology service trips to different countries. Areas visited include Asia, Africa, Europe, and Central America. Audience members will hear about lessons learned and will be inspired about all the different opportunities for working overseas.

Two major purposes of general education courses are to give students skills that they need in college and afterwards (often found in the writing, speaking, and mathematics requirements) and to help students get a broad perspective on life (often found in history, culture, and art requirements). The place of technology in the general education requirements has varied over the years and continues to vary among institutions.

ABET Computing guidelines have gone through a major change. They are much more flexible and allow for a greater variety of programs and departments (even small ones)! Most (if not all) of the specific numbers are gone. These changes make accreditation more accessible to more programs. This session will explain the new guidelines and talk about what is needed for accreditation.

There are many challenges associated with maintaining computer labs for students. These challenges become even more complex for a computer science lab. Add to that the limited resources associated with a small department and you get one of the major challenges associated with a small computer science department. The Computer Science Small Department Initiative has written a white paper on this issue as a companion to the paper addressing the overview of the strengths and challenges associated with a small department.

What knowledge about computer science should the general student know? What are some different approaches to this area? The panel members will present what is happening at their institutions (which will include some innovative ideas) and then discuss the issue with the attendees.

This panel will present assignments and tools that are interesting and useful which have been solicited from the CS education community These items will be things that can be used with minimal or no extra work to adapt for home institutions. Assignments might come from all levels of computer science. The tools will range from grading rubrics, codes of conduct, programming standards, techniques for classroom management, and even software tools - things that help CS faculty do their jobs.