Undergraduate Computer Science Education Research Articles

Enrollments and Staffing in College Computer Science Programs: A Growth Perspective for 1996–2000

This report summarizes recent and projected enrollment and staffing growth in undergraduate computer science (CS) programs for a selected group of colleges. It originates from a concern that liberal arts colleges, like other colleges and universities, will soon face a new crisis in undergraduate computer science education, one in which teaching and laboratory resources are severely strained by a rapid surge in enrollments in both the introductory courses and the CS major itself. If this is true, liberal arts colleges and universities that value their computer science programs must begin to aggressively expand their CS faculty ranks and laboratory support in the near term.

Courseware Development And SoftwareEngineering

This paper examines aspects of the notion that courseware can be successfully engineered in the way that, we are told, software is engineered. Over the past twenty years software development has used the paradigm of engineering and the analogy with traditional engineering to give it focus and direction. Recently the engineering paradigm has been grafted onto the development of courseware. This paper looks at the validity of this approach and asks at what level should the comparison be made between software engineering and courseware engineering. In particular the paper considers the current use of some software engineering ideas to enhance the quality of courseware products and to manage and control their development. These are the areas where the engineering analogy is less useful. In software engineering terms, courseware engineering seems to lack clarity or consistency in defining its customers, and in defining the purpose, scope and boundary of its products, leading to problems in subsequent testing and evaluation. In managing the developmental process, courseware engineering often resorts to informal incremental prototyping. In software engineering terms, this lacks the visibility that would facilitate many aspects of management. The paper concludes by offering a courseware lifecycle development and deployment model that addresses these issues and maps well into current practice in modularised higher education and the needs of undergraduate computer science education.

Teaching ethical and social issues in CS1 and CS2

The discussion of whether ethical and social issues of computing should be explored in undergraduate computer science education has resulted in most academic institutions and educators agreeing that they are important topics that must be included. Further support has been provided by Curricula '91 [16], the CSAC/CSAB accreditation [2] and ImpactCS [12]. Many books [7, 8, 9, 10] and papers [6, 14] have discussed what topics should be covered and what techniques can be used either in a dedicated course or in modules across the curriculum. However, explicit detailed examples that have worked successfully, particularly in lower level computer science courses, are still rare. This paper will discuss several examples that have been successfully used in CS1 and CS2 at a medium-sized university.

Cool

The compiler course is a fixture of undergraduate computer science education. Most CS programs offer a course on compilers that includes a substantial project where students write a compiler for a small programming language. The project often serves two distinct purposes: it teaches something about language design and compiler implementation, and it gives students the experience of building a substantial software system. A compiler project is the most complex software engineering task many students complete in an undergraduate program.

Undergraduate computer science education

article Free Access Share on Undergraduate computer science education: a new curriculum philosophy & overview Authors: John C. Knight Department of Computer Science, University of Virginia, Charlottesville, VA Department of Computer Science, University of Virginia, Charlottesville, VAView Profile , Jane C. Prey Department of Computer Science, University of Virginia, Charlottesville, VA Department of Computer Science, University of Virginia, Charlottesville, VAView Profile , Wm. A. Wulf Department of Computer Science, University of Virginia, Charlottesville, VA Department of Computer Science, University of Virginia, Charlottesville, VAView Profile Authors Info & Claims ACM SIGCSE BulletinVolume 26Issue 1March 1994 pp 155–159https://doi.org/10.1145/191033.191093Published:12 March 1994Publication History 17citation325DownloadsMetricsTotal Citations17Total Downloads325Last 12 Months21Last 6 weeks2 Get Citation AlertsNew Citation Alert added!This alert has been successfully added and will be sent to:You will be notified whenever a record that you have chosen has been cited.To manage your alert preferences, click on the button below.Manage my AlertsNew Citation Alert!Please log in to your account Save to BinderSave to BinderCreate a New BinderNameCancelCreateExport CitationPublisher SiteeReaderPDF

Report of the NSF undergraduate computer science education workshop

Report of the NSF undergraduate computer science education workshop

Undergraduate computer science education

Undergraduate computer science education

Curriculum '78: recommendations for the undergraduate program in computer science— a report of the ACM curriculum committee on computer science

Contained in this report are the recommendations for the undergraduate degree program in Computer Science of the Curriculum Committee on Computer Science (C 3 S) of the Association for Computing Machinery (ACM). The core curriculum common to all computer science undergraduate programs is presented in terms of elementary level topics and courses, and intermediate level courses. Elective courses, used to round out an undergraduate program, are then discussed, and the entire program including the computer science component and other material is presented. Issues related to undergraduate computer science education, such as service courses, supporting areas, continuing education, facilities, staff, and articulation are presented.

The project experience in undergraduate computer science education

The project experience in undergraduate computer science education

An experience component for undergraduate computer science education

An experience component for undergraduate computer science education

Industry reaction to computer science education

Today, undergraduate Computer Science Education teaches mechanics without teaching problem solving. Typical curricula include courses in assembler languages, compiler theory, list processing, and automata theory. Every MS degree holder, and most BS degree holders, know Polish notation and have written parts of compilers. However, few of them have ever learned to write a program that can be easily enhanced or respond to changes as new management (instructor) requirements are set forth. Even fewer can read a program and describe what it does or debug a system consisting of ten or more modules.

Undergraduate computer science education

Undergraduate computer science education