Curriculum '78—is computer science really that unmathematical?
Communications of the ACM
Curriculum recommendations for undergraduate programs in information systems
Communications of the ACM
An undergraduate program in computer science—preliminary recommendations
Communications of the ACM
Industry reaction to computer science education
SIGCSE '74 Proceedings of the fourth SIGCSE technical symposium on Computer science education
ACM SIGCSE Bulletin - Special issue on computer science curricula
A pragmatic undergraduate curriculum: description and rationale
ACM SIGCSE Bulletin
Some prospective approaches for the shift of programming paradigms
Proceedings of the 2013 International Conference on Information Systems and Design of Communication
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Given the simple fact that mathematics forms the foundation of computing, mathematics must play a meaningful role in the computer science program. This meaningful role, however, must be substantially less, in content, than a second major. We must avoid the extreme of little or no mathematics in the curriculum. We must, at the same time, avoid the excess of too much mathematics. The need for restraint becomes most obvious when we recognize that the ideal liberal arts program should be approximately one-third for a major, one-third for a broad “liberal arts” component, and one-third for free electives. A curriculum including all of the mathematics suggested in “Curriculum-68”, all of the computer science now needed by an individual wishing to devote his or her post-baccalaureate life to computing, and a minimal number of necessary cognates from other disciplines, would strain the traditional concept of the conventional four-year liberal arts degree. Thus, the only alternatives to moderation in the mathematics component are moderation in the major itself (unthinkable), extension of the curriculum to five or more years, and/or conversion of the curriculum to a professional degree, i.e., an engineering degree.