Skip to main content
SpringerLink
Log in

An Interdisciplinary Model for Liberal Arts Computing Curricula

  • Chapter
  • First Online:
New Directions for Computing Education

  • 562 Accesses

Abstract

Over the decades, significant work has gone into defining appropriate adaptations of formal computer science curricula for the philosophy and resource constraints of a liberal arts institution. We propose an alternate model for liberal arts computing curricula that prioritizes interdisciplinary approaches and content. This approach reflects both traditional and modern perspectives on the strength of liberal arts education. We illustrate how this interdisciplinary model for a computing curriculum has been implemented at our institution through a curriculum that prioritizes inherent interdisciplinarity, broad perspectives on computing, constructivist pedagogies embedded throughout the curriculum, support for inclusive computing education, and administrative flexibility. In particular, we take a broad view of the interdisciplinary potential of computing education, drawing not only on traditional connections to math and science, but also to psychology, art, philosophy, history, and other disciplines. Through this perspective, we are able to, with limited resources, offer numerous programs of study. These include both a major and minor in Computing and Information Studies as well as supporting concentrations for non-majors in Computational Science, Graphic Design, and Professional Writing. We also offer a wide variety of courses supporting other college programs and the college-wide curriculum.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 54.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 54.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • AAUW Educational Foundation. (2000). Tech-Savvy: Educating girls in the new computer age. From AAUW Educational Foundation Commission on Technology, Gender, and Teacher Education.

    Google Scholar 

  • Austing, R. H., & Engel, G. L. (1973). A computer science course program for small colleges. Communications of the ACM, 16(3), 139–147. http://doi.org/10.1145/361972.361978

  • Baldwin, D., & Brady, A. (2010). Guest editor’s introduction: Computer science in the liberal arts. ACM Transactions on Computing Education, 10(1). doi:http://doi.acm.org/10.1145/1731041.1731042

  • Baldwin, D., Brady, A., Danyluk, A., Adams, J., & Lawrence, A. (2010). Case studies of liberal arts computer science programs. Transactions on Computing Education, 10(1), 4:1–4:30. http://doi.org/10.1145/1731041.1731045

  • Barr, V. (2016). Disciplinary thinking, computational doing: Promoting interdisciplinary computing while transforming computer science enrollments. ACM Inroads, 7(2), 48–57. http://doi.org/10.1145/2891414

  • Blumenfeld, P., Soloway, E., Marx, R., Krajcik, J., Guzdial, M., & Palinscar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26(3&4), 369–398.

    Article  Google Scholar 

  • Bonwell, C., & Eison, J. (1991). Active learning: Creating excitement in the classroom. AEHE-ERIC Higher Education Report No. 1. Washington, D.C.: Jossey-Bass.

    Google Scholar 

  • Boud, D., & Feletti, G. (1997). The challenge of problem-based learning (2nd ed.,). London: Kogan Page.

    Google Scholar 

  • Bruce, K. B., Cupper, R. D., & Drysdale, R. L. S. (2010). A history of the liberal arts computer science consortium and its model curricula. Transactions on Computing Education, 10(1), 3:1–3:12. http://doi.org/10.1145/1731041.1731044

  • Cunningham, E. (1986). Computers and society: A liberal arts perspective. SIGCSE Bulletin, 18(1), 249–252. http://doi.org/10.1145/953055.5904

  • Dinerstein, N. T. (1975). Does computer science belong in a liberal arts college? ACM SIGCSE Bulletin, 7(2), 55–64. doi:http://dx.doi.org/10.1145/382205.382892

  • Dooley, J. F. (2004). Moving to CC2001 at a small college. In Proceedings of the 9th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (pp. 196–198). New York, NY, USA: ACM. http://doi.org/10.1145/1007996.1008048

  • Fee, S. B., & Holland-Minkley, A. M. (2012). Correlating problems throughout an interdisciplinary curriculum. In The role of criticism in understanding problem solving: Explorations in the learning sciences, instructional systems and performance technologies 5. New York, NY: Springer.

    Google Scholar 

  • Gibbs, N. E., & Tucker, A. B. (1986). A model curriculum for a liberal arts degree in computer science. Communications of the ACM, 29(3), 202–210. http://doi.org/10.1145/5666.5667

  • Hannon, C. (2012). Service-learning and project management: The capstone course in information technology leadership. In B. A. Nejmeh (Ed.), Service-learning in the computer and information sciences: Practical applications in engineering education. Hoboken, NJ, USA: Wiley. doi:10.1002/9781118319130.ch9

  • Holland-Minkley, A. M., & Fee, S. B. (2012) Enabling innovative coursework through incremental problem-based learning. Issues in Information Systems, 13(1). Stillwater, OK: International Association for Computer Information Systems.

    Google Scholar 

  • Interim Review Task Force on Computing Curricula, Association for Computing Machinery (ACM) and IEEE Computer Society. (2008). Computer science curriculum 2008: An interim revision of CS 2001. New York, NY, USA: ACM.

    Google Scholar 

  • Izmirli, O., & Baird, B. (2002). A Model for integrating arts and technology in a liberal arts college. Journal of Computing Sciences in Colleges, 17(6), 102–109.

    Google Scholar 

  • Joint Task Force on Computing Curricula, Association for Computing Machinery (ACM) and IEEE Computer Society. (2001). Computing curricula 2001: Computer science. New York, NY, USA: ACM.

    Google Scholar 

  • Joint Task Force on Computing Curricula, Association for Computing Machinery (ACM) and IEEE Computer Society. (2013). Computer science curricula 2013: Curriculum guidelines for undergraduate degree programs in computer science. New York, NY, USA: ACM.

    Google Scholar 

  • Koo, S. G. M. (2012). Computer science curriculum in a liberal arts setting: Case studies at the University of San Diego. In Presented at the IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE), Hong Kong: IEEE. http://doi.org/10.1109/TALE.2012.6360332

  • Liberal Arts Computer Science Consortium (LACS). (2007). A 2007 model curriculum for a liberal arts degree in computer science. Journal on Educational Resources in Computing, 7(2). doi:http://dx.doi.org/10.1145/1240200.1240202

  • Lopez, A. A., Raymond, R., & Tardiff, R. (1977). A survey of computer science offerings in small liberal arts colleges. Communications of the ACM, 20(12), 902–906. http://doi.org/10.1145/359897.359899

  • Margolis, J., & Fisher, A. (2001). Unlocking the clubhouse: Women in computing. Cambridge, MA: MIT Press.

    Google Scholar 

  • North, M., & Holland-Minkley, A. M. (2006). Innovation in the IT curriculum: A case study in information technology leadership. Issues in Information Systems, 7(1), 294–298.

    Google Scholar 

  • Peckham, J., Harlow, L., Stuart, D., Silver, B., Mederer, H., & Stephenson, P. (2007). Broadening participation in computing: Issues and challenges. SIGCSE Bulletin, 39(3), 9–13.

    Google Scholar 

  • Roth, R. W. (1973). Computer science for liberal arts colleges a report of a workshop held at Wheaton College, Wheaton, Illinois July 12–14, 1972. SIGCSE Bulletin, 5(1), 70–76. http://doi.org/10.1145/953053.808082

  • Savery, J. (2015). Overview of problem-based learning: Definitions and distinctions. In A. Walker, H. Leary, C. E. Hmelo-Silver, & P. A. Ertmer (Eds.), Essential readings in problem-based learning. West Lafayette, Indiana: Purdue University Press.

    Google Scholar 

  • Savery, J., & Duffy, T. (2005). Problem-based learning: An instructional model and its constructivist framework. In B. Wilson (Ed.), Constructivist learning environments: Case studies in instructional design (pp. 135–148). Englewood Cliffs, NJ: Educational Technology Publications.

    Google Scholar 

  • Sonnier, D. L. (2013). Computer science in a liberal arts school: Convincing the skeptic. Journal of Computing Sciences in Colleges, 28(5), 115–121.

    Google Scholar 

  • Van de Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in teacher-student interaction: A decade of research. Educational Psychology Review, 22, 271–296.

    Article  Google Scholar 

  • Walker, H. M., & Kelemen, C. (2010). Computer science and the liberal arts: A philosophical examination. Transactions on Computing Education, 10(1), 2:1–2:10. http://doi.org/10.1145/1731041.1731043

  • Walker, H. M., & Schneider, G. M. (1996). A revised model curriculum for a liberal arts degree in computer science. Communications of the ACM, 39(12), 85–95. http://doi.org/10.1145/240483.240502

  • Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33–35. doi:http://dx.doi.org/10.1145/1118178.1118215

  • Worland, P. B. (1978). Using the ACM computer science curriculum recommendations in a liberal arts college. SIGCSE Bulletin, 10(4), 16–19. http://doi.org/10.1145/988906.988908

Download references

Author information

Authors and Affiliations

  1. Department of Computing and Information Studies, Washington & Jefferson College, 60 S Lincoln St., Washington, PA, USA

    Amanda M. Holland-Minkley & Samuel B. Fee

Authors
  1. Amanda M. Holland-Minkley
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Samuel B. Fee
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Amanda M. Holland-Minkley .

Editor information

Editors and Affiliations

  1. Department of Computing and Information Studies, Washington & Jefferson College , WASHINGTON, Pennsylvania, USA

    Samuel B. Fee

  2. CIS, Washington & Jefferson Coll CIS, Washington, Pennsylvania, USA

    Amanda M. Holland-Minkley

  3. University of the Virgin Islands, St. Thomas, VI, Washington & Jefferson College, CIS Department, Washington, Pennsylvania, USA

    Thomas E. Lombardi

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Springer International Publishing AG

About this chapter

Cite this chapter

Holland-Minkley, A.M., Fee, S.B. (2017). An Interdisciplinary Model for Liberal Arts Computing Curricula. In: Fee, S., Holland-Minkley, A., Lombardi, T. (eds) New Directions for Computing Education. Springer, Cham. https://doi.org/10.1007/978-3-319-54226-3_10

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-54226-3_10

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-54225-6

  • Online ISBN: 978-3-319-54226-3

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation