Building A Thriving CS Program In A Small Liberal Arts College

In this paper we describe several techniques that have helped increase enrollment in the computer science program from 23 computer science majors in 2008 to 42 computer science majors in 2010 – an increase of 82.6%. We discuss issues related to curriculum, programming assignments, and professor-student interactions that have made the discipline more attractive and manageable to a variety of students within the setting of a small liberal arts college

A 2007 Model Curriculum for a Liberal Arts Degree in Computer Science

In 1986, guidelines for a computer science major degree program offered in the context of the liberal arts were developed by the Liberal Arts Computer Science Consortium (LACS) [4]. In 1996 the same group offered a revised curriculum reflecting advances in the discipline, the accompanying technology, and teaching pedagogy [6]. In each case, the LACS models represented, at least in part, a response to the recommendations of the ACM/IEEE-CS [1][2]. Continuing change in the discipline, technology, and pedagogy coupled with the appearance of Computing Curriculum 2001 [3] have led to the 2007 Model Curriculum described here. This report begins by considering just what computer science is and what goals are appropriate for the study of computer science in the landscape of the liberal arts. A curricular model for this setting follows, updating the 1996 revision. As in previous LACS curricula, [4] and [6], the model is practical; that is, students can schedule it, it can be taught with a relatively small size faculty, and it contributes to the foundation of an excellent liberal arts education. Finally, this 2007 Model Curriculum is compared with the recommendations of CC2001 [3]

The View from Ventress - 2016

Special Section: Collabortions. To better understand the world and to tackle its complex problems, collaboration between disciplines offers a critical path forward. Faculty research and teaching interests to give students multidisciplinary educational opportunities. In this special section, we present the latest offerings in the College—two new minors, a new integrated fine arts course, and integrated science courses—along with a glimpse of the other multidisciplinary majors and minors.https://egrove.olemiss.edu/libarts_news/1014/thumbnail.jp

Pervasive Parallel And Distributed Computing In A Liberal Arts College Curriculum

We present a model for incorporating parallel and distributed computing (PDC) throughout an undergraduate CS curriculum. Our curriculum is designed to introduce students early to parallel and distributed computing topics and to expose students to these topics repeatedly in the context of a wide variety of CS courses. The key to our approach is the development of a required intermediate-level course that serves as a introduction to computer systems and parallel computing. It serves as a requirement for every CS major and minor and is a prerequisite to upper-level courses that expand on parallel and distributed computing topics in different contexts. With the addition of this new course, we are able to easily make room in upper-level courses to add and expand parallel and distributed computing topics. The goal of our curricular design is to ensure that every graduating CS major has exposure to parallel and distributed computing, with both a breadth and depth of coverage. Our curriculum is particularly designed for the constraints of a small liberal arts college, however, much of its ideas and its design are applicable to any undergraduate CS curriculum

Curriculum Guidelines for Undergraduate Programs in Data Science

The Park City Math Institute (PCMI) 2016 Summer Undergraduate Faculty Program met for the purpose of composing guidelines for undergraduate programs in Data Science. The group consisted of 25 undergraduate faculty from a variety of institutions in the U.S., primarily from the disciplines of mathematics, statistics and computer science. These guidelines are meant to provide some structure for institutions planning for or revising a major in Data Science

Forty hours of declarative programming: Teaching Prolog at the Junior College Utrecht

This paper documents our experience using declarative languages to give secondary school students a first taste of Computer Science. The course aims to teach students a bit about programming in Prolog, but also exposes them to important Computer Science concepts, such as unification or searching strategies. Using Haskell's Snap Framework in combination with our own NanoProlog library, we have developed a web application to teach this course.Comment: In Proceedings TFPIE 2012, arXiv:1301.465

Attitudes in Physics Education: An Alternative Approach to Teaching Physics to Non-Science College Students

In this article, we present an alternative way of teaching conceptual physics for non-science majors by depicting the role of physics in today\u27s technology. The goal of this approach is to increase in the minds of non-science students the acceptance of physics as a useful component in general education, and as a major tool in comprehending the present-day technological world experienced by students outside the classroom

Higher Power in Higher Education: How a South Carolina Technical College Compares Spiritually with Liberal Arts Learners

While increasing numbers of college students nationwide share tenets that embody spirituality, the problem is that not all types of institutions of higher learning recognize such tenets as integral to their mission or curricula. Two-year technical college graduates tend to enter (and often reenter) into socio-economic mainstream ahead of fouryear liberal arts graduates; however, researchers agree institutions that foster both cognitive and affective learning environments will prepare graduates better for diversity and rapid change the future holds. This study compared spiritual beliefs of students at one technical college with students attending two liberal arts universities in South Carolina. The premise focused on identifying similarities in spirituality and religion among students in dissimilar campus environments, and if students expected their college to provide venues for spiritual enrichment

My Authentic Self: A Learning Journey of Self-Discovery, Acceptance, and New Beginnings

Submitted to the Program of Organizational Dynamics, College of Liberal and Professional Studies in the School of Arts and Sciences in Partial Fulfillment of the Requirements for the Degree of Master of Science in Organizational Dynamics at the University of Pennsylvania Advisor: Charline S. Russ