Computer Science Curriculum in a Liberal Arts Setting: Case Studies at the University of San Diego

Transcription

1 Computer Science Curriculum in a Liberal Arts Setting: Case Studies at the University of San Diego Simon G. M. Koo Department of Mathematics and Computer Science University of San Diego San Diego, CA 92110, U.S.A. koo@sandiego.edu Abstract The Mathematics and Computer Science Department at the University of San Diego recently revised the curriculum for its B.A. in Computer Science program to make it more compatible with a liberal arts college setting. In this paper, we present our process of revision, including a discussion on the LACS 2007 model we adopted and how to reflect accreditation requirement at the same time. We also discussed how the revised curriculum can incorporate high impact educational practices. Keywords- curriculum design; computer science; liberal arts; accreditation; high impact practices I. INTRODUCTION The University of San Diego (USD) is a private Roman Catholic Liberal Arts College (LAC) chartered as an independent university in Today, USD has grown from a local college to a nationally ranked institution with more than 5000 undergraduate students, and more than 3000 graduate and professional students. Throughout the years of development, USD has remained committed to the ideals of liberal education, which balances between a breadth of study in a variety of fields and a deeper understanding of a major subject area. Mathematics was one of the original majors in the college, although it was not always a stand-alone department. In 1979, mathematics left the larger Physical Sciences Department to form its own department. Prior to this we had begun offering computer science courses. In 1976 we introduced a minor in computer science, followed in 1982 by a major in computer science and a minor in information sciences, which led to the formation of the current Mathematics and Computer Science Department. The curriculum for majoring in Computer Science at USD has been following the structure of a liberal arts major: it does not involve a large number of computer science courses, and it is accompanied by a large variety of courses from other disciplines that constitute the core requirement. However, this structure is inconsistent with the recommendations for undergraduate programs in computer science published by the Association of Computing Machinery (ACM), such as Curriculum 68 [1] and Curriculum 78 [2], or the later joint effort between ACM and IEEE Computer Society such as Curricula 1991 [3], as these curricula were geared towards a computer science program in a general college setting. It wasn't until the formation of the Liberal Arts Computer Science Consortium (LACS) in 1984 that a small group of educators from small LACs working towards the goal of establishing a definition of what computer science is in a liberal arts landscape. These faculty members examined the ACM recommendations, and an LACS model curriculum were proposed [4] and revised [5] over the years, with the latest model proposed in 2007 [6]. A detailed history of the LACS Consortium and its model curricula can be found in [7]. II. CS CURRICULUM AT USD PRIOR TO 2008 Since the first offering of computer science (CS) as a major, the curriculum has gone through routine updates but has never had a full revision until The CS requirement for students entering before 2008 is presented in Table I: TABLE I. B.A. IN COMPUTER SCIENCE REQUIREMENT AT USD PRIOR TO 2008 Required CS Courses: COMP 150 Computer Programming I (with labs) (4 units) COMP 151 Computer Programming II COMP 250 Computer Programming III COMP 280 Introduction to Assembly Language COMP 300 Principles of Digital Hardware (with labs) (4 units) COMP 310 Operating Systems COMP 330 Data Structures and Algorithms COMP 360 Principles of Programming Languages COMP 370 Automata, Computability, and Formal Languages Required Mathematics Courses: MATH 150 Calculus I (4 units) MATH 151 Calculus II (4 units) MATH 160 Logic for Mathematics and Computer Science Electives: (Three courses chosen from below) COMP 340 Numerical Analysis COMP 345 Database Management Systems Design COMP 350 Computer Graphics COMP 355 Digital Modeling and Simulation COMP 465W Software Engineering COMP 480 Algorithms COMP 494 Special Topics COMP 499 Independent Study (1-3 units) (Unless otherwise specified, all courses are 3-unit courses.) This curriculum had been in place for many years, and it had served the department and the students well. However, after the dot-com burst during the beginning of the millennium,

2 the number of CS majors dropped significantly, and it became much more difficult to recruit CS majors. Part of the reason is that the lab component of COMP 150 made it more difficult for students to try out the discipline, and the extra unit and lab time requirement created more conflicts for students to fit COMP 150 into their schedules. Since COMP 150, a CS1 course which serves as a pre-requite of COMP 151 (a CS2 course) and all other classes following it, fewer students taking COMP 150 leads to fewer Computer Science majors. Another issue is that, as part of the core curriculum requirement, USD has an upper-division writing requirement (a W course), and many departments offer their own W courses. In Computer Science, COMP 465W Software Engineering is the only W course offered and many students choose it as a major elective to satisfy both the writing and major requirement, and that makes the total number of major electives required down to effectively two. Finally, there was no capstone or final-year project requirement in that curriculum. In an important study of High- Impact Educational Practices [8], leading educational researchers Kuh and Schneider identified ten educational practices that are highly correlated with powerful learning outcomes, and capstone courses and projects is listed as one of the practices. This idea was also echoed in [5]. The Mathematics and Computer Science department recognized the challenges ahead, and the author spearheaded a revision of the CS curriculum during The revised curriculum was approved by the College's Curriculum Committee and was effective as of Fall The first batch of students going through this curriculum are graduating in the Summer of III. REVISING THE CURRICULUM When the author and his colleagues started to review possible revisions for the CS curriculum, several considerations had taken place: 1) The new curriculum should take into account the recommendations from the most recent LACS model [6]. The new curriculum should make it easier for students to complete a CS major with a shorter chain of pre-requisites, at the same time not compromising the intellectual integrity of the program; 2) The new curriculum should reflect the most recent ABET accreditation requirement for computing programs, although getting ABET accreditation was not in the department's short-term plan; and 3) The new CS curriculum, combined with other requirements set out by the university, should incorporate as many high impact practices [8] as possible (more details to come later). In the rest of this section, we will review all the above considerations and provide cross-references with the revision of the pre-2008 curriculum. A. LACS 2007 Model In the LACS 2007 model, there are three introductory courses: a CS1, which introduces programming and basic structures in a high-level language such as loops and conditionals; a CS2, which introduces object-oriented concepts, standard abstract data types (ADTs) such as priority queues and heaps, and simple data structures such as trees and graphs; and a FC1 (Foundations of Computing) course, which introduces discrete structures, proof techniques, and counting techniques. The three introductory courses are then followed by five computer science core courses: Computer Organization, Software Development, Algorithms, Programming Languages, and Theoretical Foundations of Computer Science (FC2). The model also requires three more elective courses made up of advanced computer science courses for depth and applications courses for breadth, and another mathematical foundation course. The pre-2008 curriculum has a three-course sequence of programming (COMP ), followed by COMP 330 Data Structure and Algorithms. Such arrangement exceeded the LACS 2007 recommendation, so the first action item was to restructure the introductory programming sequence. We decided to revise the sequence to a 2+1 model according to the LACS recommendation a two-course introduction to programming sequence (getting rid of Computer Programming III), followed by a Data Structures and Algorithms course to cover the Algorithms portion of the CS core. We also remove the lab requirement for CS1, in hope of getting more students to sign up and try out the discipline. While keeping the requirements on Computer Organization (COMP ), we relaxed the chain of pre-requisites, making it easier for students to take these classes out-of-order if necessary. Another significant change was that we no longer require COMP 360 Principles of Programming Languages, but instead created a new course on Object-oriented Design. Together with Software Engineering, the Software Development portion of the core is covered. The department decided to keep the mathematics requirement unchanged, as MATH 160 Logic for Mathematics and Computer Science has covered the FC1 portion of the LACS 2007 model, and the FC2 portion was covered by COMP 370 Automata, Computability, and Formal Languages. Finally, LACS 2007 recommend capstone (research) experience for CS majors. Therefore, we introduced a capstone requirement for all CS majors. In our design, every student will participate in either the theoretical and/or practical aspects of software development including the following components: project planning requirements and specification general and detailed design implementation, validation, and verification formal documentation

3 TABLE II. REVISED B.A. IN COMPUTER SCIENCE REQUIREMENT AT USD (EFFECTIVE FALL 2008) Required CS Courses: COMP 150 Computer Programming I w COMP 151 Computer Programming II w COMP 280 Introduction to Assembly Language COMP 285 Data Structures and Algorithms w COMP 300 Principles of Digital Hardware (with labs) (4 units) COMP 305 Object-oriented Design and Programming COMP 310 Operating Systems COMP 370 Automata, Computability, and Formal Languages COMP 465W Software Engineering + COMP 495 Senior Project (2 units) Required Mathematics Courses: MATH 150 Calculus I (4 units) MATH 151 Calculus II (4 units) MATH 160 Logic for Mathematics and Computer Science Electives: (Three courses chosen from below) COMP 340 Numerical Analysis COMP 345 Database Management Systems Design COMP 350 Computer Graphics COMP 355 Digital Modeling and Simulation COMP 360 Principles of Programming Languages COMP 375 Networking COMP 380 Neural Networks COMP 480 Algorithms COMP 494 Special Topics COMP 499 Independent Study (1-3 units) (Unless otherwise specified, all courses are 3-unit courses.) w Revised Courses New Courses + Change from elective to required Changed from required to elective Students will also participate in developing documentation for a large software project. This can be achieved by linking Software Engineering as a preparatory course for the capstone experience. Table II shows the revised version of USD's CS curriculum, with a couple newly added major electives. B. ABET Accreditation Requirement for Computing Programs Another goal for USD's new CS curriculum is that it will reflect the requirements set out by accreditation bodies, and ABET is the logical choice for accreditation benchmark. ABET, or the Accreditation Board for Engineering and Technology, is a non-governmental organization that accredits post-secondary education programs in ``applied science, computing, engineering, and engineering technology.'' Among its many member societies, the Computing Sciences Accreditation Board (CSAB) focused on the quality of education in computing disciplines. The curriculum requirement set out by CSAB is as follows [9]: 1) Computer science: One and one-third years that must include: a. Coverage of the fundamentals of algorithms, data structures, software design, concepts of programming languages and computer organization and architecture. b. An exposure to a variety of programming languages and systems. c. Proficiency in at least one higher-level language. d. Advanced course work that builds on the fundamental course work to provide depth. 2) One year of science and mathematics: a. Mathematics: At least one half year that must include discrete mathematics. The additional mathematics might consist of courses in areas such as calculus, linear algebra, numerical methods, probability, statistics, number theory, geometry, or symbolic logic. b. Science: A science component that develops an understanding of the scientific method and provides students with an opportunity to experience this mode of inquiry in courses for science or engineering majors that provide some exposure to laboratory work. At USD, students need to complete a total of 120 units to satisfy graduation requirement, and they are expected to take units every semester. The new CS requirement consists of 39 units of computer science courses, which meets the one and one-third years requirement set out by ABET (requirement 1), in particular: The new curriculum follows the recommendations from the LACS 2007 model. (Requirement 1a) Java is chosen to be the language taught in COMP 150 and 151, and in subsequent courses we introduce C/C++, Perl, Python, Ruby, Objective-C, etc., depending on the course topic. (Requirement 1b) All students are expected to be proficient in Java and/or C/C++. (Requirement 1c) The program requires three upper-division computer science electives in order to build breadth and depth in the discipline. (Requirement 1d) The new CS requirement keeps the previous mathematics requirement, that is, two semesters of calculus and a Logic for Mathematics and Computer Science (FC1) course, for a total of 11 units. In addition, every USD student must take at least one course in physical science and one in life science, with at least one course consists of a laboratory component. Although the total unit requirement for mathematics and science is a little short of a one-year equivalent, the department also recommends that computer science majors take one or more of the courses MATH 320 (Linear Algebra), MATH 350 (Probability), and MATH 355 (Combinatorics), for additional background in mathematics. In essence, the revised curriculum reflects the requirement set out by ABET, and made the program eligible for accreditation if the department choose to do so. C. High Impact Practices The next consideration we took into account when revising the CS curriculum was whether the new curriculum has incorporated the ten High Impact Educational Practices

4 identified by Kuh and Schneider [8]. Although some of the practices are beyond the scope of the departmental program and have to have institutional support, we will include all the practices in our discussion since all USD undergraduates will go through similar university-level requirements in addition to their major requirements. The ten practices identified includes: 1) First-Year Seminars and Experiences USD has a long-running preceptorial program that provides guidance for freshmen through a series of workshops and the assignment of a preceptor, who serves as the students' academic advisor until he or she declares a major. The preceptor will introduce the students to the intellectual resources of the University, encourage the student to develop the inquiring habit of mind that is fundamental to higher education, assist the student in planning a cohesive and productive program of study, and provide for early and continuing communication between the student and the advisor. More information about USD's preceptorial program is available at [10]. 2) Common Intellectual Experiences USD has a core curriculum, often called the Core, which is a requirement for every undergraduate student. It develops indispensable competencies, explores traditions of thought and belief, and probes the horizons of the liberal arts and the diversity of human experience. More information about USD's core curriculum can be found in [11]. 3) Learning Communities USD is proud to provide living learning communities (LLC) [12], where students share a common interest, live and study together. LLCs ease students academic and social transition to the college, and expand their intellectual curiosity beyond the classroom, and establish an immediate sense of community with their faculty and fellow residents. 4) Writing-Intensive Courses As part of the Core, all USD students are required to take at least one lower-division writing and composition course, and one upper-division writing class, designated as a W course. Software Engineering in the CS curriculum is a W course. 5) Collaborative Assignments and Projects Although it is not explicitly a requirement in the curriculum, many USD upper-division CS required/elective classes have group assignments and projects. 6) Undergraduate Research At the Mathematics and Computer Science department, students have direct access to professors and independent research projects are encouraged. The University also provides opportunities to promote undergraduate research, and the SURE Program (Summer Undergraduate Research Experience) is one of the signature programs at USD. SURE is a studentoriented program students identify a faculty mentor and topic of inquiry and formulate a project proposal in collaboration with the faculty mentor. More information about the SURE program can be found in [13]. 7) Diversity/Global Learning As part of the Core requirement, each USD are required to take at least one course designated as a diversity class ( D course). In addition, USD has an International Center, which serves as a gateway to all internationally-related activities both on and offcampus, including a well-established study abroad program. As a result, USD ranks first among national doctoral universities for undergraduate study abroad participation, with more than 70% students participated in study aboard [14]. 8) Service Learning, Community-Based Learning Although it is not a part of the requirement for graduation, students at USD are encouraged to participate in community based-learning. The Center for Community Service-Learning (CSL) at USD engages USD students, faculty, staff, and alumni to learn in partnership with the community, and make life-long commitments to promote social change and justice. More information about USD s CSL can be found in [15]. 9) Internships All computer science majors who participate in internship will receive COMP 498 Internship units, which can be used to count towards graduation requirement. In recent years, the department has been successfully placing students on varies internship programs, and more than 85% of CS majors participated in at least one internship before they graduate. 10) Capstone Courses and Projects The new COMP 495 Senior Project requirement (described in Section III A) provides such experience to the CS majors. So in summary, the newly revised CS program, in conjunction with USD Core curriculum and other supporting programs, incorporated all the high impact educational practices for our majors. IV. FEEDBACK FROM STUDENTS The first group of students who went through the revised curriculum will graduate in the summer of Among them, all but one student have already received job offers or graduate school placement before the end of the spring semester. Due to a small number of samples, a formal assessment of the revised curriculum is not available. However, from a survey of the graduates, there are several common comments observed:

5 They all found themselves competitive when interviewing, and they do not find a liberal arts education in CS handicapping them when compare to other candidates coming from technologically-focused programs. They all highly value their internship experience, and considered it one of the most important component to successfully land a placement. Group projects and capstone experience enriched their resume and got them interview opportunities. They would like to shorten the Computer Organization sequence from three courses to two. They would like more fun courses, such as Mobile Apps development, User-interface Design, etc., in addition to the current program. Overall, their experiences are very positive towards the education they received. Similar case students of liberal arts computer science programs have also demonstrate such positive attitudes [16]. V. CONCLUSION In this paper, we presented a recently revised computer science curriculum at the University of San Diego. The rationale of revision and model referenced, how well the revised curriculum reflects the accreditation requirements, and how many high impact education practices are incorporated in the curriculum were all discussed. In the future, we will assess the performance of this curriculum when more graduate samples are available. REFERENCES [1] W. F. Atchison, S. D. Conte, J. W. Hamblen, T. E. Hull, T. A. Keenan, W. B. Kehl, E. J. McCluskey, S. O. Navarro, W. C. Rheinboldt, E. J. Schweppe, W. Viavant, and D. M. Young, Jr., Curriculum 68: Recommendations for academic programs in computer science: A report of the ACM curriculum committee on computer science, Communications of the ACM, vol. 11, no. 3, pp , Mar [2] R. H. Austing, B. H. Barnes, D. T. Bonnette, G. L. Engel, and G. Stokes, Curriculum 78: recommendations for the undergraduate program in computer science a report of the acm curriculum committee on computer science, Communications of the ACM, vol. 22, no. 3, pp , Mar [3] A. B. Tucker, R. M. Aiken, K. Barker, K. B. Bruce, J. T. Cain, S. E. Conry, G. L. Engel, R. G. Epstein, D. K. Lidtke, M. C. Mulder, J. B. Rogers, E. H. Spafford, and A. J. Turner, Computing curricula 1991: Report of the ACM/IEEE-CS joint curriculum task force, ACM/IEEECS, New York, NY, USA, Tech. Rep., [4] N. E. Gibbs and A. B. Tucker, A model curriculum for a liberal arts degree in computer science, Communications of the ACM, vol. 29, no. 3, pp , Mar [5] H. M. Walker and G. M. Schneider, A revised model curriculum for a liberal arts degree in computer science, Communications of the ACM, vol. 39, no. 12, pp , Dec [6] Liberal Arts Computer Science Consortium, A 2007 model curriculum for a liberal arts degree in computer science, ACM Journal on Educational Resources in Computing, vol. 7, no. 2, Jun [7] K. B. Bruce, R. D. Cupper, and R. L. S. Drysdale, A history of the liberal arts computer science consortium and its model curricula, ACM Transactions on Computing Education, vol. 10, no. 1, Mar [8] G. D. Kuh and C. G. Schneider, High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter. American Association of Colleges and Unviersities, [9] Accreditation Board for Engineering and Technology. [Online]. Available: [10] University of San Diego. First year experience and preceptorial program. [Online].Available: program.php [11] University of San Diego. Core curriculum. [Online]. Available: [12] University of San Diego. Living learning community. [Online]. Available: [13] University of San Diego. Summer undergraduate research experience SURE. [Online]. Available: [14] Institute of International Education. [Online]. Available: Study-Abroad/Leading-Institutions-by-Undergraduate- Participation/ [15] University of San Diego. Center of community service-learning. [Online]. Available: [16] D. Baldwin, A. Brady, A. Danyluk, J. Adams, and A. Lawrence, Case studies of liberal arts computer science program, ACM Transactions on Computing Education, vol. 10, no. 1, Mar [17] H. M. Walker and C. Kelemen, Computer science and the liberal arts: A philosophical examination, ACM Transactions on Computing Education, vol. 10, no. 1, Mar [18] H. Shibata, H. Kasiwagi, Y. Motomura, and K. Ohtsuki, A learning model of computer science education for liberal arts students, in Proceedings of 32nd ASEE/IEEE Frontiers in Education, Boston, MA, Nov