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Successfully implementing service learning presents many challenges. This is particularly true when working with community partners which are frequently small, understaffed non-profits, lacking in technical expertise. Participating faculty not only manage the student end of the partnership, but often need to manage/educate the community partner as well. Despite its challenges, community-based service learning is worthwhile for the profound impact it has for students. Many computing graduates only see the utilitarian aspect of computing as a tool to solve technical problems. By presenting and teaching CS as a discipline possessing key insights towards making headway on pressing social, environmental, and economic problems, students can be exposed to the impact of computing solutions on the betterment of their communities and improving the human condition. One step toward accomplishing this is by utilizing community-based service learning projects for non-profits and community organizations. In particular, since the community-based service learning partners are local, the impact of students' efforts is not abstract, but can be directly seen. It is hoped this may lead to a culture shift regarding CS, potentially also broadening participation. Clearly forming a community of practice for those undertaking or hoping to undertake service learning is an important step towards both greater adoption and approach success rates. It is hoped that this BoF can aid both current practitioners as well as provide a helping hand to potential new adopters. Our goal is to provide an opportunity to share best practices as well as the hard-learned lessons from previous attempts. 

Undergraduate Computer Science (CS) curricular guidelines have been published regularly since 1968, and the latest released in 2013. From early 2021, a task force of the ACM, IEEE-Computer Society, and the Association for the Advancement of Artificial Intelligence (AAAI) has worked on a decennial revision titled the ACM/IEEE-CS/AAAI Computer Science 2023 Curricula (CS2023). The CS2023 task force includes a 17-member steering committee, 17 knowledge area subcommittees, and an international group of disciplinary experts. CS2023 provides curricular content – a knowledge model largely backward compatible with CS2013, supplemented by a competency model – and curricular practices, comprising articles by independent experts on program design and delivery that complement curricular content guidelines. CS2023 will inform educators and administrators on the what, why, and how to cover undergraduate CS over the next decade. Ongoing work on CS2023 has been disseminated widely over the past two years: via the task force website; presentations at computing education conferences, e.g., SIGCSE Technical Symposium 2023; articles, e.g., ACM Inroads; emails to various computing education mailing lists; gathering community feedback via surveys and special sessions; and soliciting and receiving expert blind peer reviews. Building on earlier drafts, a gamma draft was released in September 2023, with the final version due by the end of 2023. This panel examines CS2023 from different perspectives. All panelists serve on the CS2023 steering committee and have an intimate understanding of CS2023. The moderator will lay out its overall vision and structure while panelists will emphasize three major perspectives of CS education: software development fundamentals; systems development; and the increased role of societal, ethical, and professional aspects crucial to a modern CS graduate. Strong interdependencies exist between these perspectives, along with tensions arising from how much can be squeezed into a tight undergraduate CS curriculum. Attendees will take home an understanding of the approach taken by the CS2023 task force, the constraints on curriculum design, and how best to use the CS2023 guidelines to educate the next generation of CS graduates.