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An integrated, breadth-first computer science curriculum based on Computing Curricula 1991

Published:01 March 1993Publication History
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References

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  1. An integrated, breadth-first computer science curriculum based on Computing Curricula 1991

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      Robert McLean Aiken

      The authors describe their experience in redesigning their four-semester introductory sequence in computer science to reflect the “breadth-first” approach espoused in Computing Curricula 1991 [1]. The authors were motivated by altruism—they felt this redesign would allow them to provide a more integrated curriculum—and practicality, since their university was switching from quarters to semesters. I found the paper well written and interesting. Due to space limitations, the authors could not provide details of all the material they cover in their lectures and laboratories, but they indicate that this information can be obtained from them. The paper is especially enlightening, since the authors are candid about what they did, why they did it, and what they learned from their experience. Among the strongest sections are the ones on “Innovative Instructional Methods” and “Problems to Resolve.” Most readers would benefit by perusing these sections, and not only for teaching the introductory computer science courses. The authors incorporate a number of effective pedagogical strategies to motivate and involve their students, and they are candid about what aspects of these courses cause the most problems. My two concerns about the paper are the discussion of textbook selection and the fact that they do not specifically address how this curriculum affects their second objective, “to present minors with a comprehensive view of the discipline.” With regard to the first point, the authors do present arguments for why they did not select some of the leading textbook candidates, but these arguments are somewhat invalidated by their final choice of texts (specifically, they note that a couple of contenders are incomplete and then list the seven texts that they have chosen). While the authors might be able to make a case for the second point, they do not attempt to do so. These quibbles are minor, however. The paper is well worth reading, and anyone contemplating offering a breadth-first curriculum will learn from the experiences reported here. Moreover, it would be interesting to learn what the authors have gleaned from an additional year of offering this curriculum. Perhaps a future paper will let us know.

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      • Published in

        cover image ACM SIGCSE Bulletin
        ACM SIGCSE Bulletin  Volume 25, Issue 1
        March 1993
        307 pages
        ISSN:0097-8418
        DOI:10.1145/169073
        Issue’s Table of Contents
        • cover image ACM Conferences
          SIGCSE '93: Proceedings of the twenty-fourth SIGCSE technical symposium on Computer science education
          April 1993
          311 pages
          ISBN:0897915658
          DOI:10.1145/169070
          • Chairmen:
          • Bruce J. Klein,
          • Cary Laxer,
          • Frank H. Young

        Copyright © 1993 ACM

        Publisher

        Association for Computing Machinery

        New York, NY, United States

        Publication History

        • Published: 1 March 1993

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