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Journal articles on the topic 'Computer science; Curriculum'

Author: Grafiati

Published: 4 June 2021

Last updated: 17 June 2025

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1

Magrass, Yale. "Computer science curriculum." ACM SIGCSE Bulletin 17, no. 4 (1985): 59–64. http://dx.doi.org/10.1145/989369.989378.

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2

McDonald, Merry, and Gary McDonald. "Computer science curriculum assessment." ACM SIGCSE Bulletin 31, no. 1 (1999): 194–97. http://dx.doi.org/10.1145/384266.299751.

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3

Robergé, James, and C. R. Carlson. "Broadening the computer science curriculum." ACM SIGCSE Bulletin 29, no. 1 (1997): 320–24. http://dx.doi.org/10.1145/268085.268206.

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4

Rao, Ramana, and Greg Linden. "Computer science curriculum, deceptive advertising." Communications of the ACM 52, no. 11 (2009): 10–11. http://dx.doi.org/10.1145/1592761.1592766.

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5

Cerf, Vinton G. "Computer science in the curriculum." Communications of the ACM 59, no. 3 (2016): 7. http://dx.doi.org/10.1145/2889282.

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6

Brookshear, J. Glenn. "The university computer science curriculum." ACM SIGCSE Bulletin 17, no. 1 (1985): 23–30. http://dx.doi.org/10.1145/323275.323280.

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7

Berque, Dave, Terri Bonebright, and Michael Whitesell. "Using pen-based computers across the computer science curriculum." ACM SIGCSE Bulletin 36, no. 1 (2004): 61–65. http://dx.doi.org/10.1145/1028174.971324.

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8

Miller, Keith. "Integrating Computer Ethics into the Computer Science Curriculum." Computer Science Education 1, no. 1 (1988): 37–52. http://dx.doi.org/10.1080/0899340880010104.

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9

Taffe, William J. "Writing in the Computer Science Curriculum." WAC Journal 8, no. 1 (1997): 154–62. http://dx.doi.org/10.37514/wac-j.1997.8.1.14.

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10

Taffe, William J. "Writing in the Computer Science Curriculum." WAC Journal 1, no. 1 (1989): 17–22. http://dx.doi.org/10.37514/wac-j.1989.1.1.04.

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11

Dey, Sukhen, and Lawrence R. Mand. "Current trends in computer science curriculum." ACM SIGCSE Bulletin 24, no. 1 (1992): 9–14. http://dx.doi.org/10.1145/135250.134513.

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12

Lee, John A. N. "History in the computer science curriculum." ACM SIGCSE Bulletin 30, no. 2 (1998): 11–13. http://dx.doi.org/10.1145/292422.292425.

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13

Walker, Henry M. "Writing within the computer science curriculum." ACM SIGCSE Bulletin 30, no. 2 (1998): 24–25. http://dx.doi.org/10.1145/292422.292433.

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Lee, John A. N. "History in the computer science curriculum." ACM SIGCSE Bulletin 29, no. 4 (1997): 12–13. http://dx.doi.org/10.1145/271125.271140.

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15

Parker, Jeff, Robert Cupper, Charles Kelemen, Dick Molnar, and Greg Scragg. "Laboratories in the Computer Science Curriculum." Computer Science Education 1, no. 3 (1990): 205–21. http://dx.doi.org/10.1080/0899340900010303.

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Lee, John A. N. "History in the computer science curriculum." ACM SIGCSE Bulletin 28, no. 2 (1996): 15–20. http://dx.doi.org/10.1145/228296.228298.

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J. Cox, Margaret. "The computer in the science curriculum." International Journal of Educational Research 17, no. 1 (1992): 19–35. http://dx.doi.org/10.1016/0883-0355(92)90039-9.

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18

Fell, Harriet J., Viera K. Proulx, and John Casey. "Writing across the computer science curriculum." ACM SIGCSE Bulletin 28, no. 1 (1996): 204–9. http://dx.doi.org/10.1145/236462.236540.

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19

Bergeron, R. Daniel, Mark Ohlson, and Steve Cunningham. "Computer graphics in the computer science curriculum (panel session)." ACM SIGCSE Bulletin 17, no. 1 (1985): 319. http://dx.doi.org/10.1145/323275.323399.

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20

Samaka, Mohammed. "Changing a computer science curriculum in light of computing curricula 2001." ACM SIGCSE Bulletin 34, no. 4 (2002): 32–35. http://dx.doi.org/10.1145/820127.820160.

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21

Joy *, Mike. "Group projects and the computer science curriculum." Innovations in Education and Teaching International 42, no. 1 (2005): 15–25. http://dx.doi.org/10.1080/14703290500048788.

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22

Siraj, Ambareen, Blair Taylor, Siddarth Kaza, and Sheikh Ghafoor. "Integrating security in the computer science curriculum." ACM Inroads 6, no. 2 (2015): 77–81. http://dx.doi.org/10.1145/2766457.

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23

McCracken, Daniel D. "Programming languages in the computer science curriculum." ACM SIGCSE Bulletin 24, no. 1 (1992): 1–4. http://dx.doi.org/10.1145/135250.134511.

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24

Pre-College Task Force Comm. of the, CORPORATE. "ACM model high school computer science curriculum." Communications of the ACM 36, no. 5 (1993): 87–90. http://dx.doi.org/10.1145/155049.155074.

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25

Scragg, Greg, Doug Baldwin, and Hans Koomen. "Computer science needs an insight-based curriculum." ACM SIGCSE Bulletin 26, no. 1 (1994): 150–54. http://dx.doi.org/10.1145/191033.191092.

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26

Robergé, James, and Candice Suriano. "Embedding laboratories within the computer science curriculum." ACM SIGCSE Bulletin 23, no. 1 (1991): 6–10. http://dx.doi.org/10.1145/107005.107007.

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27

Tucker, Allen, Fadi Deek, Jill Jones, Dennis McCowan, Chris Stephenson, and Anita Verno. "Toward a K-12 computer science curriculum." ACM SIGCSE Bulletin 35, no. 1 (2003): 305–6. http://dx.doi.org/10.1145/792548.611912.

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28

Gupta, Gopal K. "Computer Science Curriculum Developments in the 1960s." IEEE Annals of the History of Computing 29, no. 2 (2007): 40–54. http://dx.doi.org/10.1109/mahc.2007.20.

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29

Berztiss, Alfs. "A mathematically focused curriculum for computer science." Communications of the ACM 30, no. 5 (1987): 356–65. http://dx.doi.org/10.1145/22899.22900.

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30

Thurente, David J. "Simulation in the undergraduate computer science curriculum." ACM SIGCSE Bulletin 22, no. 1 (1990): 53–57. http://dx.doi.org/10.1145/319059.319082.

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31

Douglas, Sarah, Marilyn Tremaine, Laura Leventhal, Craig E. Wills, and Bill Manaris. "Incorporating Human-Computer Interaction into the undergraduate computer science curriculum." ACM SIGCSE Bulletin 34, no. 1 (2002): 211–12. http://dx.doi.org/10.1145/563517.563419.

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32

Paxton, John, Rockford J. Ross, and Denbigh Starkey. "An integrated, breadth-first computer science curriculum based on Computing Curricula 1991." ACM SIGCSE Bulletin 25, no. 1 (1993): 68–72. http://dx.doi.org/10.1145/169073.169351.

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33

Kao, Chia Hung. "Enriching Undergraduate Mathematics Curriculum with Computer Science Courses." International Journal of Engineering Pedagogy (iJEP) 11, no. 5 (2021): 37. http://dx.doi.org/10.3991/ijep.v11i5.21701.

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Traditional mathematics curriculum faces several issues nowadays. The gap between course materials and students’ real-life mathematical experiences, the scattering of knowledge in different courses, and the lack of mathematics applications to other subjects all hinder the learning of students. The emerg-ing trends in data science, machine learning, and artificial intelligence also impel higher education to enrich and refine mathematics education. In order to better incubate students for future, the experience of enriching undergrad-uate mathematics curriculum with computer science courses is introduced in this study. The curriculum is designed and implemented for students who major in applied mathematics to better stimulate the learning, participation, exercise, and innovation. It provides students with comprehensive theoretical and practical knowledge for the challenges and industrial requirements now-adays. Evaluations, major findings, and lessons learned from three refined courses are discussed for more insight into the following deployment and re-finement of the curriculum.

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34

Kao, Chia Hung. "Enriching Undergraduate Mathematics Curriculum with Computer Science Courses." International Journal of Engineering Pedagogy (iJEP) 11, no. 5 (2021): 37. http://dx.doi.org/10.3991/ijep.v11i5.21701.

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Abstract:

Traditional mathematics curriculum faces several issues nowadays. The gap between course materials and students’ real-life mathematical experiences, the scattering of knowledge in different courses, and the lack of mathematics applications to other subjects all hinder the learning of students. The emerg-ing trends in data science, machine learning, and artificial intelligence also impel higher education to enrich and refine mathematics education. In order to better incubate students for future, the experience of enriching undergrad-uate mathematics curriculum with computer science courses is introduced in this study. The curriculum is designed and implemented for students who major in applied mathematics to better stimulate the learning, participation, exercise, and innovation. It provides students with comprehensive theoretical and practical knowledge for the challenges and industrial requirements now-adays. Evaluations, major findings, and lessons learned from three refined courses are discussed for more insight into the following deployment and re-finement of the curriculum.

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35

Brush, Thomas, Anne Ottenbreit-Leftwich, Kyungbin Kwon, and Michael Karlin. "Implementing Socially Relevant Problem-Based Computer Science Curriculum at the Elementary Level: Students’ Computer Science Knowledge and Teachers’ Implementation Needs." Journal of Computers in Mathematics and Science Teaching 39, no. 2 (2020): 109–23. https://doi.org/10.70725/488104nmfjel.

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The focus of this research project was to examine how problem-based learning (PBL) impacts students’ interest and knowledge in computer science (CS) at the elementary level. By focusing on a problem that emphasizes social activism, we hypothesized that PBL CS could increase interest for students. We employed an iterative design-based research approach to examine how the CS PBL curriculum impacted 6th grade students’ understanding of and interest in CS, as well as the supports teachers need to implement the curriculum. Results suggest that students’ understanding and interest in CS increased. In addition, the teacher reported needing more content PD support, revisions to curriculum to improve comprehension, and other resources.

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36

Haddadian, Golnoush, Prajwal Panzade, Daniel Takabi, and Min Kyu Kim. "Problem-Centered Post-Secondary Computer Science Education: A Study of the Private Artificial Intelligence Curriculum." International Journal of Technology in Education 8, no. 2 (2025): 220–45. https://doi.org/10.46328/ijte.1071.

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In response to the demand for Artificial Intelligence (AI) experts, this study introduced a curriculum development initiative. The aim was to design and implement a Private AI curriculum to understand the computer science (CS) students’ evaluations of the curricular activities and their levels of interest and motivation. Twenty-five students, a mix of undergraduates and graduates, were recruited and a scaled-down version of the curriculum was implemented. A parallel mixed-methods approach was employed. The results reinforced the significance of problem-centered curricula in CS context. Students rated the curricular activities highly and demonstrated strong motivation; however, graduates expressed more favorable view of pairwise collaboration and reported higher self-efficacy. Analysis of coding problem-solving behaviors suggested less competent students often relied on trial-and-error, whereas more competent students employed systematic, forward problem-solving strategies. This study contributes to the field of CS by emphasizing the importance of problem-centered learning to prepare students for real-world AI challenges.

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37

Owen, G. Scott, María M. Larrondo-Petrie, and Cary Laxer. "Computer graphics curriculum." ACM SIGGRAPH Computer Graphics 28, no. 3 (1994): 183–85. http://dx.doi.org/10.1145/186376.186379.

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38

Merritt, Susan M., Charles J. Bruen, J. Philip East, et al. "ACM model high school computer science curriculum (abstract)." ACM SIGCSE Bulletin 25, no. 1 (1993): 309. http://dx.doi.org/10.1145/169073.169545.

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39

Malmrose, Kirk L., and Robert P. Burton. "File processing and the undergraduate computer science curriculum." ACM SIGCSE Bulletin 19, no. 1 (1987): 330–35. http://dx.doi.org/10.1145/31726.31781.

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40

Tucker, Allen B., and Peter Wegner. "New directions in the introductory computer science curriculum." ACM SIGCSE Bulletin 26, no. 1 (1994): 11–15. http://dx.doi.org/10.1145/191033.191038.

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41

Shang, Yi, Hongchi Shi, and Su-Shing Chen. "Agent technology in computer science and engineering curriculum." ACM SIGCSE Bulletin 32, no. 3 (2000): 120–23. http://dx.doi.org/10.1145/353519.343137.

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42

Hickey, Timothy, Amruth Kumar, Linda Wilkens, Andrew Beiderman, Aparna Mahadev, and Heidi Ellis. "Internet-centric computing in the Computer Science curriculum." ACM SIGCSE Bulletin 34, no. 1 (2002): 50–51. http://dx.doi.org/10.1145/563517.563358.

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43

Tvedt, John D., Roseanne Tesoriero, and Kevin A. Gary. "The Software Factory: An Undergraduate Computer Science Curriculum." Computer Science Education 12, no. 1-2 (2002): 91–117. http://dx.doi.org/10.1076/csed.12.1.91.8213.

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44

Machanick, Philip. "Principles versus artifacts in computer science curriculum design." Computers & Education 41, no. 2 (2003): 191–201. http://dx.doi.org/10.1016/s0360-1315(03)00045-9.

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45

McCauley, Renée A., Ursula Jackson, and Bill Manaris. "Documentation standards in the undergraduate computer science curriculum." ACM SIGCSE Bulletin 28, no. 1 (1996): 242–46. http://dx.doi.org/10.1145/236462.236548.

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46

King, Willis K., and Michel Israel. "A US—EU Computer Science Curriculum Development Initiative." Industry and Higher Education 15, no. 2 (2001): 143–47. http://dx.doi.org/10.5367/000000001101295588.

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This paper describes the use of the Internet in an international project supported by the US Department of Education and the European Union's DG XII under the United States–European Union Programme for Cooperation in Higher Education and Vocational Training. The paper focuses specifically on a novel software project course. Students from both sides of the Atlantic work cooperatively to design and implement a piece of software in a semester project. As expected, there are major hurdles to overcome. The authors describe how the course is designed and implemented and documents the experience of offering the course the first time. There are a number of surprises.

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47

Rajaraman, V. "Undergraduate computer science and engineering curriculum in India." IEEE Transactions on Education 36, no. 1 (1993): 172–77. http://dx.doi.org/10.1109/13.204840.

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48

Curran, W. S. "Teaching software engineering in the computer science curriculum." ACM SIGCSE Bulletin 35, no. 4 (2003): 72–75. http://dx.doi.org/10.1145/960492.960531.

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49

Rozanski, Evelyn P., and Nan C. Schaller. "Integrating usability engineering into the computer science curriculum." ACM SIGCSE Bulletin 35, no. 3 (2003): 202–6. http://dx.doi.org/10.1145/961290.961567.

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50

Lepp, Marina, and Anne-Mari Kasemetsa. "Gender and Performance in Computer Science Curriculum Courses." International Conference on Gender Research 8, no. 1 (2025): 232–39. https://doi.org/10.34190/icgr.8.1.3214.

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Despite numerous initiatives and research efforts dedicated to increasing female representation in computer science, the overall percentage of women in this field continues to remain low. Over time, research has shown the existence of negative stereotypes and "myths" regarding the cognitive abilities and academic skills of women in computer science, which discourage them from pursuing careers in the field. The aim of the research is to examine these stereotypes by exploring gender differences in student performance across undergraduate courses within a Computer Science (CS) curriculum at the University of Tartu. The final grades of six compulsory courses of the CS curriculum were analysed, two courses of which are mathematical, "Calculus" and "Discrete Mathematics"; two involve programming, "Object-Oriented Programming" and "Algorithms and Data Structures"; and two courses teach basic knowledge of the CS field, "Databases" and "Operating Systems". To get a better overview, the period of five years (2018-2023) was selected, and three different types of analyses were performed: general (covering all the courses), module-based and course-based analysis. Mann-Whitney U-test was used to compare grades. The results showed that the academic performance of women and men in CS is very similar. Only very few statistically significant differences were found between the genders. Many of the statistically significant differences favoured women (in courses like Calculus, Object-Oriented Programming, and Databases), except in one course: Operating Systems. Based on the results, it can be argued that women perform equally well or, in some instances, even better than men in CS studies. The analysis confirms that supporting women's participation in computer science is warranted, as there are no significant gender differences in cognitive abilities and academic skills in CS.

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