Charles Kelemen

A 2007 Model Curriculum For A Liberal Arts Degree In Computer Science

In 1986, guidelines for a computer science major degree program offered in the context of the liberal arts were developed by the Liberal Arts Computer Science Consortium (LACS) [4]. In 1996 the same group offered a revised curriculum reflecting advances in the discipline, the accompanying technology, and teaching pedagogy [6]. In each case, the LACS models represented, at least in part, a response to the recommendations of the ACM/IEEE-CS [1][2]. Continuing change in the discipline, technology, and pedagogy coupled with the appearance of Computing Curriculum 2001 [3] have led to the 2007 Model Curriculum described here. This report begins by considering just what computer science is and what goals are appropriate for the study of computer science in the landscape of the liberal arts. A curricular model for this setting follows, updating the 1996 revision. As in previous LACS curricula, [4] and [6], the model is practical; that is, students can schedule it, it can be taught with a relatively small size faculty, and it contributes to the foundation of an excellent liberal arts education. Finally, this 2007 Model Curriculum is compared with the recommendations of CC2001 [3].An eddy current machine has a disc-type rotor mounted on a transversely disposed shaft and circularly arranged sets of adjacent poles of different polarity. A uniform flux path is provided for the magnetic lines of flux. The air gap between the pole faces and the rotor can be adjusted. Cooling fluid circulates around both rotor and pole faces.

Our curriculum has become math-phobic!

The paper [2] argued that mathematical ideas play an important role in the computer science curriculum, and that Discrete Mathematics needs to be taught early in the computer science curriculum. In this follow-up paper, we present evidence that computer science curricula are drifting away from a fundamental commitment to theoretical and mathematical ideas. We propose some actions that can be taken to help reverse this drift.

Laboratories in the Computer Science Curriculum

From the beginning, the discipline of computer science has been a laboratory science. In this regard, it stands alongside biology, chemistry, geology, and physics, where students and practitioners formulate conjectures and then design and carry out experiments to study the validity of those conjectures. The laboratory is an integral component of both education and practice in these sciences. In computer science, the laboratory component has been less formal, and most laboratory work has been performed in computer centers, sharing the resources with those who use computers as tools in other disciplines. This arrangement has been unsatisfactory for a number of reasons. It is, therefore, appropriate and timely to consider the nature and relevance of the laboratory session in the computer science curriculum. This report, which is based on deliberations of the Liberal Arts Computer Science Consortium, is a follow‐up to the model curriculum (Gibbs & Tucker, 1986) and considers the role of the computer science l...

Computer Science and the Liberal Arts: A Philosophical Examination

This article explores the philosophy and position of the discipline of computer science within the liberal arts, based upon a discussion of the nature of computer science and a review of the characteristics of the liberal arts. A liberal arts environment provides important opportunities for undergraduate programs, but also presents important constraints. A well designed program can flourish in this environment, and evidence indicates that a liberal arts program in computer science can indeed succeed well.

Has our curriculum become math-phobic? (an American perspective)

We are concerned about a view in undergraduate computer science education, especially in the early courses, that its okay to be math-phobic and still prepare oneself to become a computer scientist. Our view is the contrary: that any serious study of computer science requires students to achieve mathematical maturity (especially in discrete mathematics) early in their undergraduate studies, thus becoming well-prepared to integrate mathematical ideas, notations, and methodologies throughout their study of computer science. A major curricular implication of this theme is that the prerequisite expectations and conceptual level of the first discrete mathematics course should be the same as it is for the first calculus course --- secondary school pre-calculus and trigonometry. Ultimately, calculus, linear algebra, and statistics are also essential for computer science majors, but none should occur earlier than discrete mathematics. This paper explains our concerns and outlines our response as a series of examples and recommendations for future action.

Non-programming resources for an introduction to CS: a collection of resources for the first courses in computer science

Well constructed non-programming resources have proven invaluable in aiding students master introductory CS topics. Unfortunately, such resources are hard to identify and/or develop. A working group was convened concurrent with the ITiCSE 2000 conference to examine this issue. This paper, and an accompanying Web page (http://csis.pace.edu/~bergin/iticse2000) have therefore been developed to foster the development and distribution of resources that educators can use to introduce important introductory computer science topics without programming.

New paradigms for introductory computing courses

Over the last several years, enrollments in Computer Science have been dropping and, at the same time, it has become increasingly important for students in other disciplines to become computer savvy, not merely computer literate. This combination of facts has led to the development of new kinds of introductory courses for non-majors that would enable them to be more expert at using computers in their own discipline and possibly entice them to become interested in pursuing a major or minor program in Computer Science or Information Science or Information Technology. Panelists will describe a range of courses that provide a variety of interesting alternatives for introducing computing.

Resources for next generation introductory CS courses: report of the ITiCSE'99 working group on resources for the next generation CS 1 course

The ongoing purpose of this working group is to collect, evaluate, and foster the development of resources that might be used in next generation introductory CS courses. Such courses will integrate elements of object-oriented programming and design, program design patterns, concurrency, and event-driven programming. The product of the working group is a web repository that provides resources that might be used in such a course. The site will include sample syllabi, pedagogical patterns, programming and design patterns, course modules, projects, tools and techniques.The URL for the web site is:http://csis.pace.edu/ ~bergin/iticse99/

Developing the Breadth-First Curriculum: Results of a Three-Year Experiment

This article summarizes the results of designing, class-testing, and developing teaching materials (texts, laboratory manuals, and software) for a novel introductory curriculum in computer science ...

Class testing the breadth-first curriculum (abstract): summary results for courses I–IV

Several different undergraduate programs have been designing and class-testing alternative curricula for their f~st four courses using the 7-course “breadth-first” approach described in the ACM/IEEE-CS report Computing Curricula 1991 [1]. These courses have several major goals: 1. Broad subject matter coverage, beginning with the first course; 2. Integration of mathematics, science, and engineering points of view with the subject matter; 3. Inclusion of social issues (such as the risks and liabilities that surround software failures); and 4. Weekly coordinated laboratory activities. The goals of this approach, generally speaking, are to provide an introduction to the discipline of computing that more directly reflects its nature and breadth than does the traditional approach, especially in its fwst four courses. A complete set of teaching materials for the first four courses in the breadth-f~st curriculum has been developed and class–tested. These four courses are titled: Course I: Logic, Problem Solving, Programs, and Computers Course II: Abstraction, Data Structures, and Large Soflware Systems Course III: Levels of Architecture, Lunguages, and Machines Course A? Algorithms, Concurrency, and the Limits of Computation This panel session will focus on these four courses in the breadth-first curriculum, which have been class-tested in a variety of different institutional settings (including Bowdoin, UConn, UTEP, Allegheny, and Swarthrnore) during the 1991-92, 1992–93, and 1993–94 academic years. The panelists will present the results of class–testing these courses and address the topics summarized in the paragraphs below. There will be time for questions and discussion between presentations. 1. Course L Origination, class-testing, and revision (Bernat). Experience with Course I in the breadtl-first curriculum has led to several modifications: stronger integration of the mathematics and programming methodology, in particular to provide motivation for the introduction and development of logic; stronger integration of specifications as a design tool, in particular to motivate the need for precision in specifications; stronger emphasis on abstraction, in particular as adesigntool for handling detail. At the same time we retain the strong computer science emphasis, the understanding of societal issues, and the suitability for use as an introduction of computer science for non–majors. 2. Courses Z1 Object-orientation, data structures, and operating systems (Cupper). The goals of course II are reflected in the title of the tex~ ZWzdamenrals of Computing 11; Abstraction, Data Structures, and Large So@are Systems [2]. Object~rientation provides a natural and efllcient vehicle for accomplishment of these goals. The course begins with an overview of the principles of software design. Object~rientation is presented as an appropriate way to meet these principles of software design.