Balancing the Forest and the Trees in Courses Henry M. Walker Department of Mathematicsand Computer Science Grinnell College, Grinnell, Iowa 50112 he following quotes represent paraphrases of comments I have heard in recent years. ¢ "Undergraduates are able to learn this material, so it is important to include it in the curriculum." ¢ "This topic may help some of our graduates, so we need to require it for our major." ¢ "We need to offer two undergraduate courses on this topic, because so many algorithms can fit into this area." ¢ "We want our students to have so much practice with this topic that they can solve problems without thinking." ¢ "My course thoroughly covered the following 53 algorithms: .... " Such comments have prompted me to think about the need for balance in the CS curriculum in general and in specific courses in particular. T sional degree. Other professions (e.g., law, medicine, engineering) do not pretend an undergraduate degree provides adequate training for full certification, and the same holds for computer science. In considering implications of the need for balance in CS education, I find it worthwhile to first review some parallels from the "Calculus Reform Movement"
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Balancing the forest and the trees in courses
Walker, Henry M.
Follow ACM SIGCSE Bulletin
, Volume 32 (4)
Association for Computing Machinery – Dec 1, 2000
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