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This presentation considers elements of Software Performance Engineering (SPE) and how they have evolved. It addresses both skills needed by practitioners and areas of research. Which topics should be covered? How can the education cover realistic systems and problems? What is the history of SPE and is it relevant today? Are these topics unique to SPE education? How should SPE education be integrated with other specialties in Computer Science and Engineering?

This talk is intended to motivate diverse students in their study of computer science and engineering. Prof. Jimenez discusses the path he took to become a computer science professor. He describes his efforts promoting women and under-represented minorities in computer science and engineering. He ends with some advice to diverse students.

Automation in education has become a major factor shaping a direct relationship between the offered automated services and the academic performance of students in universities. In this paper, we discuss a toolset that features several services aimed at improving the overall experience of students during their stay at the Computer Science and Engineering Department in the American University of Sharjah. The toolset is an attempt to replace many processes that were still, until recently, dependent on paper and pencil. The proposed transformation includes services that affect, on daily basis, the performance of students in their classes. In particular, the toolset automates services related to academic advising, course registration (planning for course sections, availability of courses and handling of waiting lists), exam scheduling (detecting conflicts), tracking attendance in courses, helping students find the proper internship program, and monitoring student progress in their study plans (admission for the second year). The toolset is made accessible through a mobile friendly web portal. Our initial evaluation, based on conducted surveys, shows appreciation from the part of students of the provided services.

This poster presents a one-quarter seminar required of first-time and re-turning teaching assistants in the Computer Science and Engineering department at UC Riverside. The seminar covers departmental expectations, introduces TAs to methods for engaging large and diverse classrooms, and covers pedagogical practices in Computer Science. In addition to coverage of general issues surrounding teaching, the seminar includes many exercises that relate specifically to the teaching of computer science. Returning TAs serve as mentors for first-time TAs and participate in peer-observation and other activities. Initial results show a significant improvement in TA evaluations over the past year since the revamping of this seminar course.Moreover, TAs self-report an increased confidence in their teaching ability, communicating with students as well as motivating students.

Approximately 10% of computer science and engineering majors have a disability. Students with disabilities face a variety of challenges including those related to stigma around disability, inaccessible tools and instruction, disability disclosure, and a lack of mentors. This BOF will bring together individuals who are interested in increasing the representation of students with disabilities in computing and improving their success. Participants will share strategies to help each other do a better job of including these students in our classes and research projects. Resources related to accessible tools and instruction, universal design of learning, opportunities for students, and more will be shared.

Cybersecurity education has been emphasized by several national organizations in the United States, including the National Academy of Engineering, which recognizes securing cyberspace as one of the 14 Engineering Grand Challenges. To prepare students for such challenges and to enhance cybersecurity education opportunities at our large research university, we implemented an NSF-funded cybersecurity education project. This project is a collaborative effort between faculty and graduate students in the Engineering Education, Computer Science (CS) and Computer Engineering (CPE) departments at a major US research university. In this effort, we integrated cybersecurity learning modules into multiple existing core CS and CPE courses following Jerome Bruner's spiral-theory model, which has previously been used to reformulate several academic curricula. In this paper, we present our cybersecurity curriculum initiative, describe the spiral-theory based process we developed to implement the curriculum and provide an in-depth description of four reusable cybersecurity learning modules that we developed. A core tenet of spiral theory holds to revisit topics as students advance through their curriculum. This work applies this approach to Cybersecurity education by carefully designing the learning objectives of the modules and its contents. For evaluating these learning modules we implemented pre and post-tests to assess students' technical knowledge, their perceptions towards the modules' learning objectives, and how it influenced their motivation to learn cybersecurity. Our findings are overwhelmingly positive and the students' feedback has helped us improve these learning modules. Since its inception, our initiative has educated more than $2\,000$ students and is currently being used to revise the affected courses' syllabi.

We report the experience of adopting an innovative technique for creating tutorial videos which complement lectures and facilitate students' learning. Our technique relies on: 1) preparing starter pages consisting of code fragments or writings/figures on a drawing tablet; 2) illustrating complex ideas on the drawing tablet; 3) recording all computer desktop activities (e.g., development of code on a programming IDE, illustration on the drawing tablet); and 4) sharing the recorded tutorial videos with students online. Our technique has been adopted in creating tutorial series for four Computer Science and Engineering courses, ranging from the first year to the third year. Analytics of these online tutorial videos is presented to show the average amount of time which each registered student spent on watching them. Course evaluation results indicate that our technique is perceived as effective for achieving the course learning outcomes. Comparison of students' performance on complex topics (arrays and loops) also indicates a positive impact of our approach.

The activity of computer programming is a fundamental element of the software development process. Computer programming is initially taught in courses related to the area of Computer Science in basic subjects named Fundamentals of Programming, Logic of Programming and others. These subjects are considered difficult and present a high amount of withdrawal and failure. Therefore, methods and tools that assist in the teaching-learning process are necessary. This paper reports the proposition of a method and tools for mapping the evolution of programmers during the development of computer programs, which can be used as an aid in the computer programming teaching-learning process. The proposed method with respective tools, guides the collection and data analysis from events generated during computer programming and allows the data collection and consolidation for the instructor/teacher's analysis. Using the method and tools developed it was possible to carry out 5 experiments with students from technical and undergraduate courses in the area of Computer Science and Engineering in 3 different institutions. Based on the data collected in these experiments, it was possible to observe that the number of failed compilations, the average of compilation errors and the total number of compilation errors are related to the grade assigned to the solved exercise, the higher these numbers are, the lower the obtained grade is. Also, regarding the data collected in the experiments, it is possible to group the errors performed by students during the development of the programs, giving the instructor/teacher an individual and group overview regarding their difficulties. In addition, a positive impact was also observed regarding the detailed feedback to the students about the data collected during the program development. This is because in the second data collection, in comparison with the first, it is possible to observe a lower incidence of compilation errors performed during the program development process.

All computing devices we currently use are parallel machines. This includes the whole range from portable devices to supercomputers. Until recently, parallel computing at the undergraduate level was considered an advanced elective topic in most computer science and engineering departments. If this continues, undergraduate students will not be competitive in the market. If they decide to go to graduate studies, they will be late in acquiring parallel computing skills.In this paper we discuss the challenges and insights in designing an undergraduate parallel computing course in computer science department. These insights stem from our experience in offering this course for six years, once per year.

We present an active learning experience conducted on a Cryptography course within a Bachelor's Degree in Computer Science and Engineering with the goal of promoting better attitudes towards cryptography. Students were asked to create short videos that presented in an attractive way day-to-day topics or systems related with cryptography but not included in the course syllabus. Participation was optional although additional marks were assigned depending on a rubric-based assessment. Students, besides creating the videos, could participate also (or only) in evaluating some of the peer-created videos using the same rubric used by the teachers. Other active learning experiences consider student-generated videos but often topics are required to be within the course syllabus. We describe the experience design and how we have used YouTube and Microsoft Class Notebook to seamlessly deploy the experience as an extra curricular activity, with minimum teachers overhead. To measure the effect of the experience on the students attitude, we have carried on a survey (pre-test and post-test), adapted from an already existing attitudes towards statistics scale, on two student groups (intervention and control). Results show that intervention group presents higher increments in attitudes in the three analysed dimensions (usefulness, likeness, and motivation) respect to the control group. We have also conducted a satisfaction survey on intervention group, that show that a mean of 80% of students evaluate as positive (agree or strongly agree) the experience. Final grades, however, do not present significant differences.

Computer Organization and Design (COD) is a fundamentally required early-stage undergraduate course in most computer science and engineering curricula. During the two sessions (lecture and project part) of one COD course, educational platforms play an important role in cultivating students' computational thinking, especially the ability of viewing the hardware and software in a computer system as a whole (computer system thinking ability for short in this paper). In order to improve teaching quality, in this paper, we discuss the deployment of an inexpensive in-house Field Programmable Gate Array (FPGA) cloud platform, which can provide students with hardware-software co-design methodology and practice. The platform includes 32 FPGA nodes and the scale can be dynamically changed. Each cloud node is heterogeneously composed of an ARM processor and a tightly-coupled reconfigurable fabric to provide students with hands-on hardware and software programming experiences. We illustrate our efforts to make the FPGA cloud as an easy-to-use resource pool to elastically support a class with 92 undergrads via Internet access and to monitor students' experimental behaviors. We also present key insights in our teaching activities that indicate such appliance is feasible to provide practice of both basic principles and emerging co-design techniques for students. We believe that our cost-effective FPGA cloud is of significant interests to educators looking forward to improving computer system-related courses.

This research investigates part of the challenge of widening participation and inclusion for teaching and learning about CS that the Institute of Coding plans to address. This research reports on working with a large number of schools, researchers and academics both formally and informally and across a wide age range and ability. The findings from a number of studies reflects important pedagogical theory, design and practice of teaching and learning about the computer science and engineering through tangible learning context. These findings and observations are examined in the light of these teaching and learning experiences and especially the observation of development of resilience in students learning and engagement in challenging areas of study.

Multiple studies have shown that gender balance in the fields of Science, Technology, Engineering and Maths -- and in particular in ICT -- is still far to be achieved. Several initiatives have been recently taken to increase the women participation, but it is difficult, at present, to evaluate their impact and their potential of changing the situation. This paper contributes to the discussion by presenting a descriptive analysis of the gender balance in Computer Science and Computer Engineering in Italian Universities.

In recent years, artificial intelligence (AI) has become a trend all over the world. This trend has led to the application and development of intelligent system that apply AI. In this paper, we describe a system architecture that uses AI, on a platform called EDISON, for computer science and engineering research. This architecture can be used to develop intelligent systems and can support applications in various fields by assisting in the development of algorithms and computer code. In this paper, we demonstrate the scalability of the proposed architecture on EDISON using different languages and application examples from various fields.

This assignment supports the key concepts in a first course in Computer Graphics for students in Computer Science and Engineering: modeling, geometry, transformations and interaction. The core of the assignment is to create a maze that can be walked through via the mouse or other interactive tools. The maze should have only one entrance and one exit. The walls are planes extruded from the floor.

Date of Conference: May 27 - June 03, 2018 It has been 50 years since the term "software engineering" was coined in 1968 at a NATO conference. The field should be relatively mature by now, with most established universities covering core software engineering topics in their Computer Science programs and others offering specialized degrees. However, still many practitioners lament a lack of skills in new software engineering hires. With the growing demand for software engineers from the industry, this apparent gap becomes more and more pronounced. One corporate strategy to address this gap is for the industry to develop supplementary training programs before the hiring process, which could also help companies screen viable candidates. In this paper, we report on our experiences and lessons learned in conducting a summer school program aimed at screening new graduates, introducing them to core skills relevant to the organization and industry, and assessing their attitudes toward mastering those skills before the hiring process begins. Our experience suggests that such initiatives can be mutually beneficial for new hires and companies alike. We support this insight with pre- A nd post-training data collected from the participants during the first edition of the summer school and a follow-up questionnaire conducted after a year with the participants, 50% of whom were hired by the company shortly after the summer school.

Various scientometric indices have been proposed in an attempt to express the quantitative and qualitative characteristics of scientific output. In this paper, we revisit several scientometrics indicators and apply the Rainbow Ranking method [1] [2] to categorize the academic personnel of the Departments of Informatics (Computer Science and Engineering) of Greek Universities. The dataset consists of ~700 Greek university professors along with all the relevant data and metadata about their publications and citations as identified in Microsoft Academic Search.

Approximately 10% of computer science and engineering majors have a disability of some kind. Students with disabilities are more likely to drop out of the major than those without disabilities. At the K-12 level, many tools used to teach computing are inaccessible to students with disabilities. This BOF will bring together individuals who are interested in increasing the representation of students with disabilities in computing and improving their success. Participants will share strategies and promising practices to help each other do a better job of including these students in our classes and research projects. Resources, including those produced by AccessComputing and AccessCSforAll (formally AccessCS10K) will be shared. Handouts and stickers will be given out.

This paper discusses the content and impact of a new first-year experience (FYE) course for at-risk students in the Computer Science and Engineering department at Shippensburg University, a mid-sized teaching university. The initial results from the new course are quite promising: DFW rates (grade of D, grade of F, and withdrawal) for the first and second semesters were cut in half and retention rates were dramatically improved.

We describe our experience designing and delivering a general education technological fluency course that frames the discussion of computer science and engineering technology (electronics and programming) in the context of sound-art: art that uses sound as its medium. This course is aimed at undergraduate students from a wide variety of backgrounds and is designed to fit into the ``Intellectual Explorations'' area of a general undergraduate program. The goal is to introduce computer engineering and computational principles to non-CS students through an exploration of sound-art, experimental and electronic music, noise-making circuits, hardware hacking, and circuit bending.

Approximately 10% of computer science and engineering majors have a disability of some kind. Students with disabilities are more likely to drop out of the major than those without disabilities. This BOF will bring together individuals who are interested in increasing the representation of students with disabilities in computing and improving their success. Participants will share strategies and promising practices to help each other do a better job of including these students in our classes and research projects. Resources, including those produced by AccessComputing (uw.edu/accesscomputing) and AccessCS10K (uw.edu/accesscomputing/accesscs10k), will be shared.

Study programs are a central component of the higher education system, in particular for professional education. However, for many education programs, especially in engineering, a large part of the beginner students fail to reach graduation. A reason for this could be lack of program coherence. In order to strengthen the program coherence of the computer science and engineering program at KTH, a program integrating course was introduced in 2010. The course runs at low speed through the first three years of the program. It consists of reflection seminars in small cross-grade groups of students, led by a professor as a mentor. In the seminars the students exercise self-regulated learning abilities, such as metacognitive skills, when reflecting, discussing and acting upon different topics, such as study techniques, procrastination, studying abroad, plagiarism and responsibility, and the professional life after the studies.We have studied and found both perceived and measurable positive effects of the program integrating course. In this paper we describe effects on the students' study skills, their ability to reflect and interest in exchange studies.

In this study, we examined 6,834 master's and PhD theses conducted on computer science and engineering between 1994 and 2013 in Turkey. Thesis data were compiled from the YOK national thesis database web portal. We used text mining techniques to extract research concepts and their co-occurrence data from graduate thesis abstracts. Then, we applied social network analysis techniques on the concept co-occurrence networks to visually explore core research concepts, and connections and relationships among them. We showed that text mining and social network analysis techniques together were very effective for knowledge discovery in scientific documents in computer science and engineering domain.

This study examines prospective memory errors in programmer multitasking emphasizing how attention affects performance. It demonstrates that strategically, specific instruction has the benefit of reducing the occurrence of habit intrusion error. It emphasized on how attention affects performance among a group of computer science and engineering students (N=60). The study reports a taxonomical analysis of prospective memory errors. An experimental paradigm was developed to perform a taxonomical analysis of prospective memory errors. There was a significant effect of attention on omission error. Analysis of various errors contributing to overall prospective memory performance failure revealed that omission error comprised of 70.49%, target multi-response error comprised of 16.39%, invalid response error comprised of 11.48%, and habit intrusion error (even though intended to be eliminated) comprised of 1.64%.

How do computer science and engineering IT students become computer scientists or IT engineers and how do they perceive their engagement in the discipline as meaningful? What is the role of education in this respect, and how does education support or hinder students' identity development? A research project is described, that addresses these questions by studying students' development throughout their first three years in university. Data is collected from students of two study programs at Uppsala University, "Computer Science" and "Engineering IT". It is an explorative study as previous research is sparse. Outcomes are insights into identity development as well as a theoretical framework and research instruments.

Recently, terms like material computation or natural computing in foundations of computer science and engineering, and new materiality in cultural studies signal a broader turn to conceptions of the world that are not based on solely human categories. While respecting the values of human-centered design, how can we begin to think about the design of responsive environments and computational media while paying as much attention to material qualities like elasticity, density, wear, and tension as to social and cognitive phenomena? This question understands computation as a potential property of matter in a non-reductive way that plausibly spans formal divides between symbolic-semiotic, social, and physical processes. Full investigation greatly exceeds one brief paper. But we open this question in the concrete practices of computational sound and sound design.

Being a computer science and engineering student is experienced differently by male and female students; gendered interactions affect the development of academic and professional role confidence as well as professional identity. In this hands-on special session, participants explore concepts of gender schemas, privilege, and identity using a range of interactive activities. We have found these concepts useful in framing discussion with our students and in understanding and improving student experiences. The session introduces and obtains feedback on a Gender and Engineering Exploration Kit, which the participants are encouraged to review, use, and share at their home institutions.

CULTURA will deliver personalisation and community-aware adaptivity for Digital Humanities communities through an innovative environment which is tailored to the investigation, comprehension and enrichment of digital humanities collections. CULTURA seeks to stimulate and support the communities of interest which form around such collections.

A key advantage of Adaptive Hypermedia Systems (AHS) is their ability to re-sequence and reintegrate content to satisfy a particular user's need, context or requirements. However, this requires large volumes of content, with appropriate granularities and suitable meta-data descriptions, representing a major impediment to the mainstream adoption of Adaptive Hypermedia. Opencorpus content is now widely available on the web, however, traditional information retrieval (IR) approaches are an inadequate means of incorporating these external content resources within AHS. This is due to the "one size fits all" content delivery paradigm offered by traditional IR. Slicing technology addresses these limitations by providing adaptive retrieval of open corpus resources, tailored to suit AHS specific content requirements. This is achieved through the on demand provision of tailored content called slices. This paper introduces slicing systems and details the objectives and challenges involved in the evaluation of such systems. A framework for the evaluation of slicing systems is presented along with a proposed experimental implementation.

We describe a cross-disciplinary collaborative course that pairs computer science and engineering (CSE) students with art students to engage in joint engineering design and creative studio projects. These projects combine embedded system design with sculpture to create kinetic art. We believe that this is a natural pairing of two disparate disciplines, and one that provides distinct educational benefits to both groups of students. In this paper we describe the course content, the collaborative process, the materials used in the class, and experience with a pilot version of the course taught in Fall 2009 the University of Utah.

Susan Eggers, a Professor of Computer Science and Engineering at the University of Washington, joined her department in 1989. She received a B.A. in 1965 from Connecticut College and a Ph.D. in 1989 from the University of California, Berkeley. Her research interests are in computer architecture and back-end compiler optimization, with an emphasis on experimental performance analysis. With her colleague Hank Levy and their students, she developed the first commercially viable multithreaded architecture, Simultaneous Multithreading, adopted by Intel (as Hyperthreading), IBM, Sun and others. Her current research is in the areas of distributed dataflow machines, FPGAs and chip multiprocessors. In 1989 Professor Eggers was awarded an IBM Faculty Development Award, in 1990 an NSF Presidential Young Investigator Award, in 1994 the Microsoft Professorship in Computer Science and Engineering, and in 2009 the ACM-W Athena Lecturer. She is a Fellow of the ACM and IEEE, a Fellow of the AAAS, and a member of the National Academy of Engineering.

Applying information and communication technologies to development (ICTD) is emerging as an interesting and motivating research area in computer science and engineering. It spans application areas from healthcare to transportation, and requires the use of computing skills from networking to user interface design. Addressing problems of developing regions and under-served communities lets students explore a different part of the ICT design space, leading to new implementation and research questions. ICTD is also an area that has the potential to excite students about the CSE field more generally, with its emphasis on enabling social benefits with technology, and is rich in possibilities for interesting student projects. In this paper we report on two offerings of a course at the University of Washington that introduce students to the field by way of 1) reading papers from literature in the area to gain exposure to this very different design mindset and 2) doing practical projects that engage students in engineering problems under unique design constraints. Our hope is that CSE educators may find our experiences useful in identifying an approach to integrating the field of ICTD into their curricula.

The Seymour Cray Computer Science and Engineering Award recognizes innovative contributions to HPC systems that best exemplify the creative spirit of Seymour Cray. Sponsored by IEEE Computer Society, this prestigious honor is presented annually during a special session held at the SC conference.

This paper presents a unique approach to undergraduate teaching in which accessibility topics are completely integrated throughout the curriculum, treating accessibility not as a separate topic, but rather as an integral part of design and development. Means of accomplishing this integration throughout the entire four-year curriculum are presented. We also describe how our expertise in accessible design has extended beyond the education of computer science and engineering students to include Web content authors across campus.

In this paper, we describe our CS0 course, 3D Modeling and Fabrication, that includes a service-learning CNC milling project as a high tech hook to interest students, both our own and middle school students, in computer science and engineering. Among the CS0 learning outcomes achieved through the design and fabrication projects are computer literacy, writing-across-the curriculum, and development of problem-solving skills such as quantitative reasoning and critical thinking.This course is situated in the Integrated Liberal Studies program at University of North Carolina at Asheville. It can be offered as part of any general education program to fulfill a computer literacy or writing-across-the-curriculum requirement. Taking an idea and nurturing it from a concept to a model, to a series of working drawings, and then to a three-dimensional prototype is exciting and fun, and leaves a tangible reminder of the creativity inherent in computer science.

Biometrics is an emerging field via the automated use of unique and measurable physiological or behavioral characteristics to determine or verify identity. Biometrics has a variety of applications in governments, military and commercial areas. The Department of Computer Science and Engineering at the University of Tennessee at Chattanooga offers a biometrics course for senior undergraduate students through integration of engineering, statistics, mathematics, policy and ethics. In order to expose students to the area of biometrics with minimum costs, we employ open-source based software to design a series of hands-on labs including fingerprint, face, handwriting, and voice biometrics. Our lab design can serve as a model of biometrics education for programs that have limited budget which may prohibit the use of expensive commercial biometrics devices and software.

Software-defined radio (SDR) is a self-contained, embedded software system with hardware components and real-time constraints. SDR is the basis for many of today's wireless communications systems. Because SDR combines basic digital signal processing, circuitry, and software elements, it is the perfect project for multi-disciplinary, undergraduate teams. This paper explains both the SDR system created by computer science and engineering undergraduates at Grove City College and how SDR projects can help undergraduates acquire the skills to succeed on multidisciplinary teams.

Since the introduction of inking technology, computer science and engineering education has experienced a flurry of new instructional approaches. Many studies have assessed qualitative improvements over traditional classroom presentation techniques. In this paper, we present quantitative results on the improved student perception of teaching when using Classroom Presenter instead of PowerPoint for classroom presentation. We present an overview on how Classroom Presenter was used in a large undergraduate digital design course and discuss the assessment of results and their analysis. Our data shows with statistical significance that students perceive lectures with Classroom Presenter as more interesting and more adequately paced.

Jung-Hwan Kim School of Computer Science and Engineering Seoul National University Shilim-dong, Kwanak-gu, Seoul, 151-742 Korea aram@soar.snu.ac.kr Sung-Soon Choi School of Computer Science and Engineering Seoul National University Shilim-dong, Kwanak-gu, Seoul, 151-742 Korea sschoi@soar.snu.ac.kr Byung-Ro Moon School of Computer Science and Engineering Seoul National University Shilim-dong, Kwanak-gu, Seoul, 151-742 Korea moon@soar.snu.ac.kr

In an attempt to bridge a local technology gap, potentially provide software to health care organizations serving the needs of handicapped clients in the Western NY area, and provide innovative and interesting projects for our capstone design classes, the Computer Science and Engineering department at the University at Buffalo (SUNY) began soliciting projects from local organizations in need. The projects have been integrated into required senior-level undergraduate courses. The practical benefits of project experience on student education, and the benefits of providing useful software to the target organizations, were anticipated, but the experiences have proven to be much more. Students have responded with intensity and philanthropy. The clients have participated in the classroom experience as both recipients and teachers. The program has rescued students at academic risk, and the school is enjoying an enhanced reputation in the community. This paper explores positive and cautionary issues regarding the effort.

Moderators and attendees of this forum will present, discuss, and assess examples of "best practices" for teaching computer graphics to computer science and engineering students. Types of "teaching gems" to be presented include: classroom lectures and demonstrations, lab exercises, homework projects, self-instruction techniques such as tutorials, demo programs, and Web applets, use of analog models, examples from industry and the rest of the "real world", and field trips (real and virtual). The forum moderators will contribute presentations by electronic submission from virtual attendees prior to the conference and by attendees on site during the forum session. Three outcomes are anticipated from this forum: 1. presentation of several teaching gems, 2. group analysis and discussion of how best to apply each gem in a course and it's learning effectiveness, and 3. posting of the results for public access on the SIGGRAPH Education Committee web site, http://www.siggraph.org/education.

Attention is increasing on the need to educate students in areas that extend beyond the traditional technical basis for their field: the Kellogg Commission's mandate for a "scholarship of engagement" [3]; the Engineering Deans Council report's emphasis on teamwork, communication, and the need for students to "understand the economic, social, environmental and international context of their professional activities" [2]; the CSAB Criteria 2000 requirements in written and oral communication and "coverage of social and ethical implications of computing" [1]; the growth of broad IT programs and schools.Service learning offers the opportunity to broaden the educational experience by engaging students in "real-world" projects. However, it also poses new questions: Should students earn academic credit for courses in which a significant portion of their time is spent on "soft" skills? Are students gaining valid technical experience on projects defined by an outside customer rather than by CS&E faculty? How can curriculum structures support projects that aren't constructed to fit within semester boundaries?The panel includes faculty and students from service-learning programs, the chief technical officer for a software company, and a community "customer."

We, the authors, have each managed group projects for our respective senior majors for some time. Three years ago we combined the senior courses and each project team is now composed of both computer science and engineering majors. We were motivated by the desire to broaden the senior experience in both disciplines as well as to use the projects to attract prospective majors. The most recent project was to build autonomous line-tracking vehicles for racing. Since the computer scientists do not necessarily have any exposure to analog circuits and the engineers have only limited knowledge, it was necessary to provide an environment that required little analog design. The Handy Board [7] proved to be a useful part of that environment. This paper discusses our experience teaching an interdisciplinary group project-oriented course, discusses strengths and weaknesses of using the Handy Board in this context, and draws some conclusions based on our experience.

New approaches and techniques for teaching the undergraduate level course in networks and data communications will be discussed. Many of these ideas were presented at the 1998 Workshop on Networking sponsored by NSF and Michigan State University's Department of Computer Science and Engineering.

G.E. Moore, in his book Principia Ethica, examines the popular view of ethics that deals with “what we ought to do” as well as using ethics to cover the general inquiry: “what is good?”This paper utilises Moore's view of Ethics to examine computer systems performance. Moore asserts that “good” in itself is indefinable. It is argued in this report that, although we describe computer systems as good (or bad) a computer system cannot be good in itself, rather a means to good!In terms of “what we ought to do” this paper looks at what actions (would) bring about good computer system performance according to computer science and engineering literature. In particular we look at duties, responsibilities and “to do what is right” in terms of system administration, design and usage.We further argue that in order to first make ethical observations with respect computer system performance and then apply them, requires technical knowledge which is typically limited to industry specialists and experts.