Harmonious working and CSCW: computer technology and air traffic control
Studies in computer supported cooperative work
User centered design: quality or quackery?
Conference Companion on Human Factors in Computing Systems
Software engineering programmes are not computer science programmes
Annals of Software Engineering - Special issue on software engineering education
Software engineering education: issues and alternatives
Annals of Software Engineering - Special issue on software engineering education
Programming early considered harmful
Proceedings of the thirty-second SIGCSE technical symposium on Computer Science Education
The designers' outpost: a tangible interface for collaborative web site
Proceedings of the 14th annual ACM symposium on User interface software and technology
Teaching empirical analysis of algorithms
SIGCSE '02 Proceedings of the 33rd SIGCSE technical symposium on Computer science education
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Computer Science is a subject which has difficulty in marketing itself. Further, pinning down a standard curriculum is difficult--there are many preferences which are hard to accommodate. This paper argues the case that part of the problem is the fact that, unlike more established disciplines, the subject does not clearly distinguish the study of principles from the study of artifacts. This point was raised in Curriculum 2001 discussions, and debate needs to start in good time for the next curriculum standard. This paper provides a starting point for debate, by outlining a process by which principles and artifacts may be separated, and presents a sample curriculum to illustrate the possibilities. This sample curriculum has some positive points, though these positive points are incidental to the need to start debating the issue. Other models, with a less rigorous ordering of principles before artifacts, would still gain from making it clearer whether a specific concept was fundamental, or a property of a specific technology.