Computing Theory with Relevance

In computer science education, the topic of computing theory is one that is commonly not well received by stu-dents. Career-oriented students often view the topic as irrelevant, and would rather learn new skills and tech-nologies that they perceive will improve their future em-ployment prospects. This paper outlines an approach that attempts to blend these two apparent extremes by using "popular " technologies, including XML, to motivate and illustrate concepts of computing theory in a first-year un-dergraduate computing subject. Kevwords: computer science education, computing the-ory, XM

Synthesis of regular expression problems and solutions

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Education in the Crosscutting Sciences of Aerospace and Computing

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/140664/1/1.i010193.pd

A Project-based Undergraduate Aerospace Sequence, with Embedded Computational Intelligence

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/90648/1/AIAA-2011-1581-293.pd

To Heck With Ethics: Thinking About Public Issues With a Framework for CS Students

This paper proposes that the ethics class in the CS curriculum incorporate the Lawrence Lessig model of regulation as an analytical tool for social issues. Lessig’s use of the notion of architecture, the rules and boundaries of the sometimes artificial world within which social issues play out, is particularly resonant with computing professionals. The CS curriculum guidelines include only ethical frameworks as the tool for our students to engage with societal issues. The regulation framework shows how the market, law, social norms, and architecture can all be applied toward understanding social issues

Gentzen-Prawitz Natural Deduction as a Teaching Tool

We report a four-years experiment in teaching reasoning to undergraduate students, ranging from weak to gifted, using Gentzen-Prawitz's style natural deduction. We argue that this pedagogical approach is a good alternative to the use of Boolean algebra for teaching reasoning, especially for computer scientists and formal methods practionners

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]