Status of computer sciences curricula in colleges and universities

Atchison, William F.; Hamblen, John W.

doi:10.1145/364005.364045

Cited by 24 publications

(2 citation statements)

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“…The conference report posited computing as a discipline in its own right and proposed a number of subjects at both undergraduate and graduate levels. Yet a 1964 survey of computing curricula suggested that "practically everyone" who was then a computer professional had become one through apprenticeship or self-training (Atchison & Hamblen, 1964). The field's technical slant was also criticized, and people voiced concerns over whether the field's ability to build machinery had outstripped its ability to educate people who could put the machinery to intelligent use (Keenan, 1964).…”

Section: Training For Software Developmentmentioning

confidence: 99%

Changing aims of computing education: a historical survey

Tedre

Simón

Malmi

2018

Computer Science Education

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Computing education has been an important and sometimes contentious issue ever since the advent of modern computing. Debates about computing education have closely followed job markets, technological development, academic interests, societal concerns, and changes in the perception of computing. The themes in computing education debates can be characterized by emergence and formation, standardization and organization, accommodation to change, and divergence. The focus of computing education has expanded outward from the computer to programming, algorithms, and information, as well as to the organizational, social, and cultural environment of computer systems. This survey gives computing education researchers an overview of some of the central issues and disputes in computing education over the brief history of modern computing. The survey highlights the emergence of educational initiatives, concepts, joint efforts, and institutions of computing education, and outlines the relatively short history of computing education research. The survey is structured around four overlapping themes: computing education as technological training, as training for software development, as a central element for the field's academic recognition, and as training for computational problem-solving in any domain of knowledge. Each theme has played a role throughout the history of modern computing, but their relative emphases have changed over the years.

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Section: Training For Software Developmentmentioning

confidence: 99%

Changing aims of computing education: a historical survey

Tedre

Simón

Malmi

2018

Computer Science Education

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“…In fact, articles in the education-focused April 1964 issue of the Communications of the ACM include a mixture of these approaches [23]. As examples, the aptly named Status of Computer Sciences Curricula in Colleges and Universities presented a descriptive model derived from the responses to a survey of ninety-three North American universities, which focused on the nature of the universityâĂŹs computing degree [12]. Alternatively, the introductory Computers and Education article takes a more normative approach by questioning which courses might constitute an appropriate computing curriculum [27].…”

Section: Introductionmentioning

confidence: 99%

Alignment among Normative, Prescriptive, and Descriptive Models of Computer Science Curriculum: The Effect of ABET Accreditation on CS Education

Blumenthal¹

2022

ACM Trans. Comput. Educ.

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In May and June 2021, the author conducted a survey of the computing and mathematical graduation requirements of five hundred Bachelor of Science in Computer Science (BSCS) programs in the United States to determine alignment among these requirements and those recommended by ACM/IEEE-CS’s Computer Science Curricula 2013 guidelines and ABET’s Criteria for Accrediting Computing Programs 2021-2022 curricular criterion. Specifically, computing and mathematics credit hour and course graduation requirements were determined for ABET-accredited and non-accredited BSCS programs within public and private universities. As (i) curricular guidelines are recommendations that do not have to be followed, (ii) curricular accreditation criterion are minimal constraints that may be exceeded, and (iii) non-accredited programs may choose to meet or exceed curricular accreditation criterion, it is possible that graduating computer science students are exposed to similar, or a wide variety, of coursework and associated topics. The survey results presented in this article provide broad answers to these three curricular possibilities. In turn, these results can contribute to future discussions concerning the perceived value of accreditation to students and industry stakeholders, allow educators in computer science departments to compare their curriculum to a large sample of other universities, and provide curricular committees additional insight into how various curricular guidelines are realistically being used.

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The Development of Computer Science Education

Atchison

1985

Advances in Computers

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Status of computer sciences curricula in colleges and universities

Cited by 24 publications

References 0 publications

Changing aims of computing education: a historical survey

Changing aims of computing education: a historical survey

Alignment among Normative, Prescriptive, and Descriptive Models of Computer Science Curriculum: The Effect of ABET Accreditation on CS Education

The Development of Computer Science Education

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