Students of today need to be prepared to work in globally distributed organizations. Part of that preparation involves teaching students to work effectively in teams to solve problems. Students also must be able to work with individuals located at distant sites where there is no or very little face-to-face interaction. The Runestone project, an international collaboration between two universities, adds new dimensions to student teamwork, requiring students to handle collaboration that is remote, cross-cultural, and technically challenging. Runestone is a three-year project funded by the Swedish Council for the Renewal of Undergraduate Education. A pilot study in 1998 was followed by a full-scale implementation in 1999 with another implementation ongoing in 2000.Each time this global cooperation project is run, both students and faculty learn important lessons in how to work with each other in a virtual environment. This paper discusses both student and faculty learning outcomes for Rnnestone 1999.

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This panel will look at how research theories developed in the context of mathematics education can be applied to computing science education as well as ways in which computing science theories may be used in mathematics education research. Computing science education is a young discipline still in search of its research framework [6]. A practical approach to formulating such a framework is to adapt useful approaches found in the research from other disciplines, both educational and related areas. At the same time, a young discipline may also offer innovative new approaches to the older discipline.The mathematics education discipline is relatively mature, with its roots extending from the close of the 19th century. For about the past 50 years, mathematics educators have been studying learning theories, teaching approaches, and other cognitive and social issues with respect to K-12 and higher education. We have found that many of these theories are useful for gaining insights into how students learn and understand computing science topics, as well as for improving how we teach these topics. For example, the constructivist perspective, which examines students' mental construction of knowledge [7], has had a tremendous impact on the teaching of mathematics. This paradigm, with its roots in Piaget's work, has started to exert a similar influence within computing science education, as evidenced by a recent article by Ben-Ari [4] and a subsequent special issue of Computer Science Education [10] that includes six articles about constructivism in various areas of computing.Another branch of mathematics education research theory focuses on student conceptions of specific mathematical concepts. For example, student understanding of the concept of function has been researched extensively in the mathematics education context [8]. This cumulative body of knowledge provides a basis for analyzing students' conceptions in many areas of a computing science program, including functional programming, object-oriented programming, and graph algorithms.The panelists will examine possibilities and pitfalls in some import and export attempts between mathematics education research and CS education research.

During the ITiCSE 2002 conference in Århus, Denmark, a panel presentation on the topic of import to and export from Computing Science Education and other fields focused on the case of Mathematics Education Research. The outcome was very successful, with the panelists' presentations giving rise to active audience participation.Continuing with the theme from the earlier panel, this proposal suggests a similar format with the expanded theme of transfer into Computing Science Education from Science Education Research. This panel will look at how research theories developed in the context of various areas of science education can be applied to Computing Science Education as well as ways in which computing science educational theories may be used in those areas. Because Computing Science Education is a young discipline, it is still in search of its research framework [2]. In formulating such a framework, it can be practical and productive to adapt approaches from research in other disciplines, both educational and related areas. At the same time, the younger discipline can offer innovative new approaches to the older discipline.The panelists will examine possibilities and difficulties in some import and export attempts between several areas of Science Education Research and Computing Science Education. For this context, science is considered to include mathematics.