NDLI: Computer science:a proposed alternative track—applied computing

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Volume 30, Issue 4, Dec. 1998

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An interactive learning environment for breadth-first computing science curriculum

Incorporating problem-solving patterns in CS1

Computer science degree programs

The distributed course—a curriculum design paradigm

Computer science

Using an object-oriented software life-cycle model in the software engineering course

Explication of object-oriented databases

Giving computer science students real-world experience

Using inheritance for computing with physical quantities

Traffic simulation

Java class visualization for teaching object-oriented concepts

Turning liabilities into assets in a general education course

The computer as a problem solving tool

The Internet as a motivating theme in a math/computer core course for nonmajors

Retaining women in CS with accessible role models

Gender differences in personality components of computer science students

A study of barriers to women in undergraduate computer science.

Design and implementation of an interactive tutorial framework

Using Java to develop Web based tutorials

A tool for teaching curve design

Network monitoring system design

Teaching Web development technologies in CS/IS curricula

Resources for teaching computer networks

Computer scientists can teach writing

Towards a hierarchical design and integration of programming projects

The ExCon project

Large introductory computer science classes

Using software to solve problems in large computing courses

Integrating technology into computer science examinations

A paradigm shift! The Internet, the Web, browsers, Java and the future of computer science education

Design patterns

Class to survey application programming topics

An undergraduate course in formal methods

Bringing real-world software development into the classroom

Using HTML and JavaScript in introductory programming courses

Incoming freshmen build their own PCs

Extending an iterator model for binary trees to backtracking problems

LongNbrs and palindromes: an interesting application of a class

A problem-based interface design and programming course

Teaching the empirical approach to designing human-computer interaction via an experiential group project

Average-case analysis in an elementary course on algorithms

Teaching the analysis of algorithms with visual proofs

Parallel computing in the undergraduate curriculum

An integrated course on parallel and distributed processing

Tools for Web-based sorting animation

Animating parsing algorithms

A concurrency simulator designed for sophomore-level instruction

Multithreaded programming in an introduction to operating systems course

“Alfonse, your Java is ready!”

Providing intellectual focus to CS1/CS2

Constructivism in computer science education

Extended analogy

Web-based animation of data structures using JAWAA

A system for program visualization in the classroom

A multi-windowed environment for simultaneous visualization of related algorithms on the World Wide Web

Do lab modules in CS actually help students?

The effects of partially-individualized assignments on subsequent student performance

Conceptual models and cognitive learning styles in teaching recursion

WEB-based query processing in a database course project

Developing integrated Web and database applications using JAVA applets and JDBC drivers

Learning SQL with a computerized tutor

Computer science through the eyes of dead monkeys

Animation, visualization, and interaction in CS 1 assignments

Applying the personal software process in CS1

Teaching data structure design patterns

Design patterns for data structures

A robot laboratory for teaching artificial intelligence

A virtual learning environment for entity relationship modelling

Experience with an analytic approach to teaching programming languages

The terminal Master's degree (panel)

Possible futures for CS2 (panel)

Refereed papers, the digital library, and the future of the SIGCSE bulletin (panel)

Accommodating diversity of academic preparation in CS1 (panel)

Computer science accreditation (panel)

Integration of mathematical topics in CS1 and CS2 (panel)

The retention of women in the computing sciences (panel)

The future of programming—are fundamental changes in computer science programs coming? (panel)

Advanced placement transition to C++ (panel)

Associate-level programs for preparation of computer support personnel (panel)

Large introductory courses in research computer science departments (panel)

Integrating recent research results into undergraduate curricula (panel)

Information centric curriculum (ISC'98) (panel)

Funding opportunities at the National Science Foundation Division of Undergraduate Education (NSF DUE) (seminar)

A practical approach to internationalizing information systems & computer science courses (seminar)

Using classes early, an object-based approach to using C++ in introductory courses (seminar)

Designing and building course webs with site-level authoring tools (seminar)

Computer science:a proposed alternative track—applied computing

Content Provider	ACM Digital Library
Author	Cupper, Robert D.
Abstract	A traditional computer science program, in the liberal arts tradition and environment, has been in existence at Allegheny College for many years. The program was designed and adopted in 1979 [6] and the ideas and structure of that program became a substantial contribution to the LACS "Model Curriculum" developed in the early '80s and reported in [12]. In both of these cases, a concerted effort was made to identify and establish just what computer science is and design a curriculum to ensure that its graduates were well grounded in basic concepts and skills, the central core of the discipline, and some advanced or application areas. The Allegheny curriculum underwent minor changes in 1990 in conjunction with the College's adoption of a new base curriculum and calendar. The LACS model curriculum was revisited in the early '90s following publication of ACM's Computing Curricula 1991 [1] resulting in a "Revised Model Curriculum" published in late 1996. [16].All of these efforts were based on the certainty that computer science had "evolved into an important academic discipline with a unique core of knowledge, a set of basic questions and problems, and a distinct method of approach to analysis of those problems." [6], p. 1. The Allegheny and LACS models were specifically designed to fit into and enhance a traditional liberal arts curriculum [7]. To this end, the goals or objectives of these programs were, above all, to provide for a good liberal education in computer science as a discipline. In particular, the programs were designed to ensure that the student obtains a solid academic base for further study or upon which to build a long-term successful career in computing. Specifically, successful completion of a course of study in computer science following these curricular guidelines ought to:1. enable the graduate to understand the capabilities, limitations, and ramifications of computing, the state of the art, and current research and development in computer science and related areas;2. to provide the potential for creative contribution to the art;3. to facilitate adaptation to changes in hardware and/or software technology and to new and changing applications areas;4. to prepare one for further study in computer science at the graduate level; and5. to prepare a student for distinguished professional development in a career in computing, or, in fact, many other areas. [6], p 8.
Starting Page	25
Ending Page	29
Page Count	5
File Format	PDF
ISSN	00978418
DOI	10.1145/274790.273151
Journal	ACM SIGCSE Bulletin (SGCS)
Volume Number	30
Issue Number	1
Language	English
Publisher	Association for Computing Machinery (ACM)
Publisher Date	1978-02-01
Publisher Place	New York
Access Restriction	One Nation One Subscription (ONOS)
Content Type	Text
Resource Type	Article

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