Class Testing the Breadth-First Curriculum: Summary Results for Courses I-IV* Panelists: Keith Barker Computer Science and Engineering University of Connecticut Storrs, CT 06269-2566 keith@csel,cse.uconn,edu Andrew P. Bernat Computer Science Department University of Texas at El Paso El paso, TX 79968+518 abernat @cs.ep.utexas.edu Allen B. Thcker (moderator) Computer Science Department Bowdoin College Brunswick, ME 04011 aHen@polar.bowdoin. edu Robert D. Cupper Computer Science Department Allegheny College Meadville, PA 16335 cupptwl?sparcl .alleg.edu Dept Charles F. Kelemen Computer Science Program Swarthmore College Swarthrnore, PA 19081 cfk@cs.swarthmore. edu Abstract: 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. 2. 3. 4. Broad subject matter coverage, beginning with the first course; Integration of mathematics, science, and engineering points of view with the subject matter; Inclusion of social issues (such as the risks and liabilities that surround software failures); and 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
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Class testing the breadth-first curriculum (abstract): summary results for courses I–IV
Barker, Keith; Bernat, Andrew P.; Cupper, Robert D.; Kelemen, Charles F.; Tucker, Allen B.
Follow ACM SIGCSE Bulletin
, Volume 26 (1)
Association for Computing Machinery – Mar 12, 1994
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