Research
A Generic Curriculum Model for Computing Degree Programs
The current literature shows the existing curriculum models are unable to meet the needs of the today’s dynamic & complex education as the society is more open, diverse, multidimensional, fluid and more problematical. A generic curriculum model is proposed for all types of computer degree programs. The proposed model defines five meta-processes, a flexible structure for hidden and formal curriculum, and innovative ideas for branding and capstone project. Taking a futuristic approach and keeping an eye on the emerging needs of today’s knowledge driven society, the proposed model aims to transform students into valuable plug-n-play knowledge workers equipped with up-to-date knowledge, marketable skills, valuable competencies, unique expertise, globally compatible dispositions and culturally and professionally acceptable values. Through introducing competencies, expertise and dispositions among threshold standards we have given a new starting point for curriculum experts to extend the virtual boundaries of teaching-learning environment from classrooms to work-place environments. The proposed model not only meets the existing needs of the core computing disciplines but also accommodate the implications of newly emerging disciplines. Its flexible structure allows both institutions and faculty to decorate it according to their requirements.
Missing Elements of Computer Science Curricula 2013
Rapidly expanding computing domain has forced educational institutions to up-grade existing curricula of computing degree programs. Recently, a joint task force of Association for Computing Machinery and IEEE-Computer Society has published the Strawman Draft of Computer Science Curricula 2013. The Draft has introduced some new ideas to keep computing curricula modern and relevant. The recommended curricula have designed in the light of 6% response rate of the conducted survey. This paper has pointed out some important aspects which need attention to meet the challenges of the 21st century. These aspects include an Ad-hoc approach towards the core body of knowledge, incomplete curriculum guidelines, over-ambitious contents and learning outcomes. Some other missing aspects include computing dispositions, global education, 21st century skills, guideline for inclusion and the hidden curriculum. It is believed the recommendations of this paper may generate some thought provoking ideas to make the computing curricula more robust and effective.
