The final report of the Task Force on the Core of Computer Science presents a new intellectual framework for the discipline of computing and a new basis for computing curricula. This report has been endorsed and approved for release by the ACM Education Board.

This report proposes developing a rigorous undergraduate curriculum for a BA.-degree program in computer science. The curriculum is intended as a model not only for high-quality undergraduate colleges and universities, hut also for larger universities with strong computer science programs in a liberal arts setting.

ACM first published recommendations for undergraduate programs in computer science in 1968 in a report called “Curriculum '68.” The report was produced as an activity of the ACM Education Board, which since then has been providing updates to recommendations for computer science programs as well as recommendations for other academic programs in computing.

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Many computer science programs have capstone experiences or project courses that allow students to integrate knowledge from the full breadth of their major. Such capstone projects may be student-designed, instructor-designed, designed in conjunction with outside companies, or integrated with ongoing free and open source (FOSS) projects. The literature shows that the FOSS approach has attracted a great deal of interest, in particular when implemented with projects that have humanitarian goals (HFOSS). In this article, we describe five unique models from five distinct types of institutions for incorporating sustained FOSS or HFOSS (alternatively H/FOSS) project work into capstone experiences or courses. The goal is to provide instructors wishing to integrate open source experiences into their curriculum with additional perspectives and resources to help in adapting this approach to the specific needs and goals of their institution and students. All of the models presented are based on sustained engagement with H/FOSS projects that last at least one semester and often more. Each model is described in terms of its characteristics and how it fits the needs of the institution using the model. Assessment of each model is also presented. We then discuss the themes that are common across the models, such as project selection, team formation, mentoring, and student assessment. We examine the choices made by each model, as well as the challenges faced. We end with a discussion how the models have leveraged institutional initiatives and collaborations with outside organizations to address some of the challenges associated with these projects.

The mathematical thinking, as well as the mathematics, in a computer science education prepares students for all stages of system development, from design to the correctness of the final implementation.

The humanitarian focus of socially useful projects promises to motivate community-minded undergrads in and out of CS.