While the most recent ACM/IEEE/AAAI undergraduate computer science curricular recommendations no longer require a course on Operating Systems (OS), there is still a need to educate students in the key concepts from this domain. To aid in addressing this we introduce a tasty and entertaining CS Unplugged activity that conveys the OS CS core concepts that help build not only a firm understanding of OS concepts, but make concrete the mental model of how an OS operates and implements multiprocessing.

Computing for the Social Good in CS Education (CSG-Ed) is a pedagogy, growing in popularity, that reframes the assignments that students are given to develop their problem solving skills as ones that illustrate computing's social relevance and potential for positive societal impact. However, change, such as adopting a new pedagogy, is hard. Time is limited and workloads are always seemingly increasing, making it easy to forego the investment needed to change. An approach that can help overcome this is the adoption of an entrepreneurial mindset.

Scaffolded Projects for the Social Good (SPSG) equips computing educators with a low-barrier framework for embedding sustainable, community-partnered software projects into existing software-engineering and capstone courses. In this three-hour, hands-on tutorial participants will step through the full SPSG lifecycle using a realistic nonprofit case study. Interactive segments include rapid feasibility vetting with a partner conversation guide; creation of a Team Agreement to set expectations; simulated client interviews that seed a well-scoped product backlog; application of detailed sprint-evaluation rubrics that deliver formative feedback; and knowledge-transfer techniques that enable seamless hand-off between semesters. Small-group work and whole-room debriefs provide immediate practice and peer feedback. The session culminates in an implementation clinic where facilitators help participants sketch a first-semester adoption plan aligned with local constraints and program learning outcomes. Attendees will leave with an editable toolkit including rubrics, deliverable templates, project-screening checklists, and other adoption aids, ready for use next term. After completing the tutorial, participants will be able to (1) identify feasible, socially impactful projects and build productive relationships with community partners; (2) scaffold student deliverables with meaningful, iterative feedback; and (3) sustain multi-semester projects without adding new courses or staff. The tutorial targets instructors of upper-division software-engineering, capstone, or project-based courses who seek to broaden students' technical competence, professional identity, and civic responsibility through authentic computing-for-social-good experiences.

We describe a lightweight approach to community-engaged service learning, structured as a semester-long hackathon where students explore socially relevant problems through problem definition, ethical analysis, and rapid prototyping. By eliminating the logistical challenges of traditional service-learning projects, this approach provides a scalable way to integrate Computing for the Social Good into the curriculum while retaining key educational benefits.

In this panel, the presenters will discuss their collective experience of teaching software engineering courses and/or running software engineering projects that help students learn about and experience the impact of computing on society and the social good. While the benefits of practical experience in software engineering are generally indisputable, the logistics and management of such projects are often discouraging for faculty, leading many to exclude live clients from software engineering courses. The presenters will demystify and discuss the realities of running client-oriented classes and projects in the contexts of our institutions, which vary greatly in size and student demographics and represent both public and private colleges. In particular, we will discuss various approaches used to identify, design, create, and evaluate software engineering projects for societal and social impact. Project duration ranges from one semester to two or more, and participation in team projects is modeled as pre-professional training, complete with software tools, interpersonal dynamics, and evaluation methods.

There are many excellent reasons for incorporating social good activities throughout our CS curricula. Possibly the most important are the large number of pressing local/global issues facing society (e.g. climate change and related issues) which deserve the attention of the computing community, and in turn, demand the attention of computing educators. In addition, research suggests focusing on how computing can affect the social good can help broaden participation in computing. The problem is many CS educators both don't know where to start or how to create programming assignments around socially relevant themes, and believe that such activities can only be undertaken by advanced students in upper division courses, e.g. software engineering and capstone courses. The purpose of this special session is to equip participants with the easy to learn skills so they can begin incorporating socially relevant assignments/projects throughout the introductory computing sequence.

Recent publications strongly support refocusing undergraduate CS education toward competency-based learning. This shift places increased responsibility on departments to prepare responsible computing practitioners who appreciate how computing is inextricably intertwined with society. It emphasizes that content coverage is less important than authentic experiences that develop both ethical decision-making and industry-desired technical skills. One timetested successful strategy that helps meet these goals is communitybased service learning (CBSL). However, while CBSL has a strong track record, service learning can be challenging to implement and may not always guarantee successful student experiences.

Successfully implementing service learning presents many challenges. This is particularly true when working with community partners which are frequently small, understaffed non-profits, lacking in technical expertise. Participating faculty not only manage the student end of the partnership, but often need to manage/educate the community partner as well.

This innovative practice work in progress paper presents a systematic approach for screening and aligning service-learning projects that maximize student learning outcomes. We introduce a feasibility assessment model with criteria evaluated through a standardized rubric that guides instructors to critically assess the project fit to help in proactively identifying risks to student outcomes. The rubric serves a dual purpose: guiding the assessment process and prompting discussions with potential project partners. These discussions elicit crucial details about the project scope, potential challenges, and other critical factors. This not only facilitates effective project selection but also allows for necessary adjustments to project parameters, significantly improving the chances of successful student completion. This work builds on the experience accumulated by CCSU's Software Engineering Studio which connects community project partners with teams of 4–5 seniors working on software development projects spanning one or several semesters. Since 2014, the Software Engineering Studio has facilitated over 65 distinct projects and engaged over 550 students. By capturing the lessons learned across a wide range of successful service-learning projects, we show the value of using a feasibility assessment model to evaluate potential projects based on criteria including alignment with course goals, student skill sets, workload manage-ability, educational engagement, and other considerations. The application of this model is illustrated with a case study, which demonstrates how this model helps instructors align projects with academic goals while considering scope, risks, and other critical elements. This example demonstrates how the model facilitates communication with project partners, identifies potential risks, and guides project adjustments to ensure a successful learning experience for students. The approach is transferable to other disciplines with adaptations for project types and student skills. This work contributes to the field of service learning by offering a practical framework for integrating valuable real-world projects into the curriculum while prioritizing student learning outcomes.

Software development projects sourced from external organizations can serve as an excellent platform to help build student competencies because they often provide an environment where students can practice applying their knowledge and skills in an authentic context. However, there are many challenges and risks that can jeopardize the successful execution of such projects. In this report, we discuss some of the lessons learned about the pain points encountered by computing faculty with over a decade of experience running a software engineering studio where teams of undergraduate students work on long-term projects sourced from external partners. Our experience is based on working with a mix of project partners with a major emphasis on non-profit and community organizations and non-technical project partners. We focus on a strategy to carefully screen prospective projects to reveal possible challenges in order to avoid or minimize risks that could impact student learning outcomes.

This panel will help CS-trained educators who are teaching students about how to approach their work with an ethical mindset by discussing one of the key challenges in CS ethics education: how to manage authority in a classroom that focuses on values and ethics. Many CS instructors are wary of teaching either a dedicated ethics course or embedding responsible computing concepts and practices into their core CS courses because they feel that they lack disciplinary authority, or are even unsure of what precise teaching outcomes to aim for. These concerns are real: ethical reasoning is not the same type of skill set as is required in design or engineering work; it is a set of practices rooted in a person's beliefs, judgments, decisions, and values and it is necessarily personal for anyone who takes it seriously. Effective ethics course pedagogy and content are primarily about developing the students' capacity for reflection and inquiry, not transmitting knowledge. In an ethical reasoning focused learning environment, the majority of the work is persuading students that they can and should keep caring and thinking about the impact of their work beyond the classroom: in other words, the students must feel responsible for the reasoning and choices they make that will impact the lives of others. Through a discussion with multiple CS ethics educators, this panel will offer practical approaches to managing authority in this type of classroom as well as suggestions for engaging and empowering students to be curious and reflective about their own values and ethical positions.

Scaffolded Projects for the Social Good (SPSG) is an adaptable service-learning framework with a low adoption threshold based on the studio model. Its goal is to enable instructors to easily embed externally sourced projects supporting Computing for the Social Good (CSG) concepts into existing software engineering or similar courses and addresses the barriers common to service learning, as well as other frameworks with similar CSG-related objectives. Establishing connections between computing and its societal benefits has proven to be an effective strategy for attracting students, especially those from underrepresented groups within the discipline. Furthermore, this work supports competency-based learning by offering students an opportunity to solve real-world problems in an authentic environment using current industrial practices and tools coupled with strong mentoring support from volunteer professionals and near-peers. Using a studio model helps overcome the timing impedance between the length of a single academic term and the timeframes required to complete real-world projects with student teams.

Community-engaged learning is an emerging term for a wide spectrum of learning activities that bring together students and community partners in a mutually beneficial way. Service learning is a subcategory of community-engaged learning which traditionally involves the students using their skills or expertise on a project that will directly benefit the community partner. In computer science, service learning projects often include a deliverable, such as designing and building an application. Community-based service learning is service learning with a community partner, usually a non-profit, whose mission is to improve the social, environmental, or economic situation for community members.

The current ACM/IEEE/AAAI Computer Science Curricula is approaching ten years of age. The CS2023 Steering Committee began efforts to update this important document in spring 2021 (csed.acm.org). The aim of this session is to seek feedback from the community on an advanced draft of the Society, Ethics and Professionalism (SEP) knowledge area. Much has transpired in the last decade within these domains including the role of social media in our daily lives, professional roles, and even our elections. Today, fake news, data leaks, hacks, and scandals involving personal information are rife. The impact of computing on society has never been more high-stakes, our ethics have never been tested in these ways, and the need for up-to-date professionalism has never been greater. In this light we seek to gather as many diverse views as possible to help us shape a Society, Ethics & Professionalism knowledge area that can serve the community and our students for the next decade.

The Computer Science Curricula 2023 (CS2023) effort includes a synergistic endeavor to provide supplemental material to aid in the adoption of the guidelines. This supplemental material takes the form of a series of peer-reviewed articles by experts on the design and delivery of Computer Science programs. The Computing for Social Good (CSG) committee is responsible for providing an international perspective on Computing for Social Good in Education (CSG-Ed), description of models for incorporating CSG into curricula, and a discussion of best practices including examples. There is a wide range of approaches to CSG-Ed both in the classroom and beyond. This BoF is intended to gain input from current instructors about these approaches including a discussion of which approaches work well and which are more problematic. We also intend for the BoF to bolster the community of educators who are interested in CSG-Ed in order to disseminate approaches to a wider audience.

To deal with a shortage of computer scientists, industry is challenging the traditional view that students need a deep theoretical knowledge of computer systems. Some believe that time spent on assignments that do not reflect technical/development practices would be better used building practical skills. This is at odds with the pedagogical strategy of building mental models through students' implementation of tools and libraries that would otherwise be used as off-the-shelf components. Although project-based learning is a well-studied area, there is little to no literature that studies the link between these programming activities and the target cognitive processes. Researchers must understand the advantages and disadvantages of these types of projects in building the correct mental models and any transfer learning it enables. In this Birds of a Feather, we seek to create a working group of academics and professionals that are interested in an evidence-based understanding rather than reliance upon anecdotes. This group will look at the strategic implementation projects and how well they achieve their linked learning outcomes. This working group will discuss how to empirically define the value of these activities and gain a better understanding of how they affect a student's cognitive processes.

CS2013, the latest version of the ACM/IEEE Computer Society curricula is approaching its 10th anniversary. The CS202x Task Force, whose charge is to update this important document, began its work in Spring 2021. The aim of this BoF session is to seek feedback from the SIGCSE community on a draft recommendation from the Data Management knowledge area (CS2013 terminology) subcommittee. The area of Data Management has not remained static this past decade as new topics have emerged and previously minor topics have grown in popularity. These include distributed and replicated databases, the expanding role of non-relational databases, the now ubiquitous association between "back-end development" and data management services, and the elephant in any investigation of data management; Big Data. In this light, we seek to gather as many diverse views and voices as possible to help shape the curricular recommendations from the Data Management subcommittee. Additionally, we hope to enlist participants to remain engaged in this process as a guiding community to the Data Management subcommittee.

An operating system is a software artifact. Like all software artifact-based courses (e.g. compilers, neural networks), the gold standard accompanying lab exercise is to build an instance of the artifact. µMPS3/Pandos is a new semester-long project, independent of text choice, for use in an operating systems course. The project guides students in writing, from scratch, a complete, though simple, operating system in C to run on an emulated MIPS-based system. This workshop will introduce participants to, µMPS3, the system emulator, the Pandos project --a detailed set of specifications/assignments that result in a completed operating system capable of concurrently executing up to eight student written C programs, and the wealth of supporting educational materials designed to aid both the instructor and their students. Though a Linux laptop (virtualization is fine) will allow for a hands-on experience with µMPS3/Pandos; one is not required for the workshop. Participants will learn how to use µMPS3, and will walk through each of the three core assignments and sample solutions. The workshop will culminate with the execution of participant written C program(s) running under a completed instance of Pandos. This workshop is designed to empower anyone who teaches an operating systems course to be successful in deploying µMPS3/Pandos in their operating system course.

There are many excellent reasons for incorporating social good activities throughout our CS curricula. Possibly the most important are the large number of pressing local/global issues facing society (e.g. climate change and related issues)[8] which deserve the attention of the computing community, and in turn, demand the attention of computing educators. In addition, research suggests focusing on how computing can affect the social good can help broaden participation in computing [10, 11].

Service learning in a Computer Science (CS) setting typically involves students applying their expertise on a project for a community partner. These unique learning opportunities are known to be highly beneficial to students. However, a number of significant barriers exist which prevent wide-spread implementation of service learning in undergraduate CS curricula. We identified three as primary barriers for us: classroom time limitations, project skills alignment, and partnership development.

This paper introduces μMPS3, a new system emulator based on the MIPS (R3000) architecture. We characterize μMPS3 as a cross between a real MIPS system and the typical RISC machine architecture presented to students in operating systems textbooks; a realistic, but not excessively complex architecture. Furthermore, we present Pandos, a specification for a one semester, multi-phase project for the development of a complete operating system for deployment on μMPS3. Alternative operating systems projects (e.g. Nachos[8]) provide students with a significant starting code base. Students then modify existing modules or add new ones. Our new courseware system is predicated on the observation that learning outcomes for artifact-based courses are best achieved by having students create an instance themselves. With μMPS3/Pandos students undergo the pedagogically valuable experience of starting only with a system emulator and ending with a completely student written operating system capable of running student written C programs.

There are many excellent reasons for incorporating social good activities throughout our CS curricula. Possibly the most important are the large number of pressing local/global issues facing society (e.g. climate change and related issues)[7] which deserve the attention of the computing community, and in turn, demand the attention of computing educators. In addition, research suggests focusing on how computing can affect the social good can help broaden participation in computing[9, 10]. The problem is many CS educators both don't know where to start or how to create programming assignments around socially relevant themes, and believe that such activities can only be undertaken by advanced students in upper division courses, e.g. software engineering and capstone courses. The purpose of this special session is to equip participants with the easy to learn skills so they can begin incorporating socially relevant assignments/projects throughout the introductory computing sequence.

As outlined in the ACM Computer Science Curricula 2013 Guidelines section on Social Issues and Professional Practice, "Students must also be exposed to the larger societal context of computing to develop an understanding of the relevant social [and] ethical ... issues." In this panel, we demonstrate diverse approaches used to achieve this goal with respect to civic engagement. Drawing from experiences with non-major, introductory computing, mobile applications, software engineering, and interdisciplinary courses, we discuss how to move beyond surface-level discussions of ethical case studies toward an integration of civic engagement activities and personal reflection into standard computing curriculum.

Computing often makes headlines for negative social impacts such as data breaches, algorithmic bias, and cyber warfare. The many ways that computing can create social good are similarly powerful but seem to get much less attention. This BoF will explore ways to incorporate the positive potential of computing for social good in undergraduate courses. The organizers are especially interested in active learning approaches where students can experience first-hand the positive social impact of computing. The discussion will allow faculty who have included computing for social good in their courses to exchange ideas and share their experiences. Faculty who are interested in this area but have not yet tried it in their courses are encouraged to join the discussion.

Computer science curricula has been well defined for many years through the publication of the Computer Science Curricula reports developed jointly by the two major professional societies, the Association for Computing Machinery (ACM) and the IEEE Computer Society. These documents define computer science curricula by providing knowledge areas and course exemplars. The most recent curriculum report, the Computer Science Curricula 2013 (CSC13 [1]), provides 18 knowledge areas (KAs). Though it stresses that KAs do not necessary represent courses, computer science departments have traditionally created courses around the KAs. Indeed, the course exemplars presented in the CSC13 report, for the most part, center around KAs.

As operating systems evolve, so must operating systems projects. Most operating systems courseware systems are based on the significantly out of date MIPS architecture, and only one of these supports multiprocessors. This paper introduces μARM, a pedagogically undergraduate-appropriate ARM7tdmi-based system emulator/architecture. Furthermore, we present JaeOS, a specification for a multi-layer OS supporting multiprocessing, VM, thread synchronization, external devices (disks, terminals, tape, printers, and network interfaces) and a file system. Traditional OS projects like Nachos[5] or OS/161[10] provide students with a significant starting code base. Students then modify existing OS modules or add new ones. With μARM/JaeOS students undergo a pedagogically different experience of starting only with a hardware emulator and ending with a completely student written OS capable of running student written C programs.

This BoF is to gather computer science educators interested in helping to create successful study abroad experiences for computer science students. While study abroad consistency places number one as the most impactful experience an undergraduate can have, computer science students have some of the lowest study abroad participation rates. While some of the reasons for this are financial, it is believed that the primary reason is the lack of meaningful study abroad opportunities.

No abstract available.

We live in a multicore world. In spite of this observation, none of the available system emulators designed for undergraduate education and for use in operating systems courses support multiprocessors. This paper presents μMPS2, a pedagogically undergraduate-appropriate multiprocessor system emulator/architecture. Using μMPS2 educators now have the ability to structure realistic operating system projects to maximize student exposure to the ubiquitous parallelism and concurrency present in current computing devices.

The inclusion of social issues, including ethical and professional topics, in computing curricula has become commonplace two decades after being incorporated into the ACM Computing Curricula. However, authors of academic papers and conference presentations often concentrate on integrating the broader issues of societal impact and best practices into computing curricula, while neglecting the assessment of their benefits. This panel explores how the institutions of the panelists include social issues in projects and the curriculum as a whole, and additionally how they assess the benefits of doing so. Special attention is given to an appreciation of the social good emanating from the use of community-based and non-profit organizations in student projects. Additionally, ways to assess the effectiveness of these approaches are presented in an effort to help meet model curriculum guidelines and accreditation requirements.

Kinesthetic learning a learning style in which learning takes place by the student actually carrying out a physical activity, rather than listening to a lecture or merely watching a demonstration.[2] Activities that incorporate kinesthetic learning are called KLAs. There is a rich set of opportunities for using KLAs in computer science education[3]. This report describes two KLAs; one which is used to convey basic computer organization/stored-program architectures, and the other to convey the basics of Turing machines.

Computing for the Social Good [2] is an umbrella term for any activity which strives to focus students to consider the following fundamental question; Instead of using computers to make money or do basic scientific research, how can one use computing to do good in the world? Since computing students rarely study abroad, let alone undertake a service learning semester, the development of an overseas service learning experience in computing would serve a double purpose.

For a variety of reasons there has been a renewed interest in non-major level computer science courses. One reason for this is that non-major courses are seen as potentially increasing both interest and enrollment in computer science courses. Another reason is the rising popularity of "computational thinking." Furthermore, as computation becomes the cornerstone of research methodologies, if not professional practice, in the natural, physical and social sciences, including, as well, a growing influence in the humanities, the demand from external departments/programs for non-major level service courses has began to rise, albeit slowly. This raises some interesting questions to the CSE community. Given that one offers a single non-major level course, what should be the topics covered as distinct from the technologies used to convey those topics? What learning outcomes are most desired? Finally, the competency, or at least serious introduction of which technological skills, if any, should be considered mandatory (e.g. programming). In short, what should a non-major/minor student who takes one course in computer science come away with knowing and being able to do? Possibly orthogonal to this is the question: What should any liberally (college) educated person know about computation at this point in time? This panel will outline four different perspectives on this important question in addition to engaging the audience in a discussion regarding the answers to the questions raised.

Emulators have long been a valuable tool in teaching. Particularly in the OS course, emulators have allowed students to experiment meaningfully with different machine architectures. Furthermore, many such tools run in user-mode, allowing students to operate as system administrators without the concomitant security risks. Virtual Distributed Ethernet (VDE) is a system which emulates, in user-mode, all aspects of an internet, including switches, routers, communication lines, etc, in a completely realistic manner, consistent with the operation of such artifacts in the real world.VDE's can be implemented on a single computer, spread over several machines on the same LAN or scattered across the Internet. A VDE can interoperate with both real systems (via standard virtual interface/connectivity tools) and several virtual machine environments, support encryption, and actually run fast enough to support real applications. Furthermore, a VDE can interface/interoperate with real networks. VDN's have proven highly effective in supporting both undergraduate and graduate networking courses, and a wide range of student experiments and projects.

Teams representing the USA and Europe engage in a battle of words and wits to establish "once and for all" which educational system produces the superior outcome. This "no holds barred" debate leaves no stone unturned in a search for truth on this question, providing a final answer to a controversy that has plagued our community since the inception of computing itself. Witness this historic moment in the history of CS education first hand!

What should you do on the first day of your objects-first CS1 course? If you have been struggling with beginning an objects first course this special session will give you hints about how to avoid overload and make a smooth and effective start. The presenters are skilled at introducing objects to novices in interesting ways that captures the interest of the students and readies them for programming. These are gentle approaches that present deep ideas to the inexperienced. How can a course be built around objects without information overload? This session will address the opening gambit in this interesting game.

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Is it possible to teach dynamic polymorphism early? What techniques could facilitate teaching it in Java. This panel will bring together people who have considered this question and attempted to implement it in various ways, some more completely than others. It will also give participants an opportunity to explore the topic and to share their own ideas.

It is common to name as virtual the imaginary space that can be created by software using computers and networks. This space is not only a set of processing and communications means and methods but it is also a space where humans can "meet," exchange ideas, leave messages etc. Students in computer science must learn how to design, implement, manage and debug the systems and networks that create this virtual space. Furthermore, CS students need an experimental environment --a playground-- where they can develop their skills at creating and supporting these virtual environments.For this "playground" we propose a virtual world made up of emulated computer systems and emulated networks. This emulated world will be the students' testing environment, where they can run their own services, administer their own machines and set up security attacks without any danger to real networks and systems. It is a virtual space based on virtual machines and virtual networks but it is also a meeting place for computer science students, where they can test the effectiveness of their ideas.This "space" therefore is a twice virtual space, which we call virtual to the second power or virtual squared (V2). It is a virtual environment that is a also virtual location (i.e. a town square) where different real computers, virtual systems and people can meet and communicate.

Ideally, the most meaningful learning experience for students in an undergraduate OS course would be to develop fully-functional OS's on their own. This can be accomplished using μmps, a hardware emulator for a pedagogically undergraduate-appropriate hardware architecture, along with Kaya, a specification for a multi-layer OS supporting multiprocessing, VM, thread synchronization, external devices (disks, terminals, tape, printers, and network interfaces) and a file system.Traditional OS projects like Nachos[3] or OS/161[9] provide students with a significant starting code base. Students then modify existing OS modules or add new ones. With μmps/Kaya students undergo an innovative and pedagogically different experience of starting only with a hardware emulator (i.e. no initial OS code base for students to build on/replace) and ending with a completely student written OS capable of running student written C programs.

In this paper, we describe activities undertaken at our university to revise our computer science program to develop an environment and curriculum which encourages creative, hands-on learning by our students. Our main changes were the development of laboratory space, increased hands-on problem solving activities in the introductory course, open-ended programming projects in the early courses including a requirement of an open-ended project extension for an A grade, and the integration of a seminar into the senior project requirement. Our results suggest that these changes have improved student skill and willingness to deal with new problems and technologies. An additional surprising side-effect appears to be a dramatic increase in retention over the first two years, despite lower overall grade averages in those courses.

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Using the robot as a metaphor for assisting students in understanding problem solving in general, the algorithmic process, and the relationship between algorithms and computing agents is not new. While simulated robot environments have existed for many years (e.g. Karel the Robot[3]) it is only recently that the technology for inexpensively supplying undergraduates with real robots has become available. Lego Mindstorms, MIT Handyboards, the Rug Warrior, and others are examples of such systems. Programmable in familiar languages, including C, Ada, and Java, these systems allow for the creative exploration of important computer science concepts. Representing a variety of institution types the panelists will discuss their experiences in using hands-on robot-based projects for illustrating various important computer science concepts.

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article Free Access Share on An overview of visualization: its use and design: report of the working group in visualization Authors: Joe Bergin Pace University Pace UniversityView Profile , Ken Brodie University of Leeds, UK University of Leeds, UKView Profile , Marta Patiño-Martínez Universitat Politecnica de Madrid, Spain Universitat Politecnica de Madrid, SpainView Profile , Myles McNally Alma College Alma CollegeView Profile , Tom Naps Lawrence University Lawrence UniversityView Profile , Susan Rodger Duke University Duke UniversityView Profile , Judith Wilson Temple University Temple UniversityView Profile , Michael Goldweber Beloit College Beloit CollegeView Profile , Sami Khuri San Jose State University San Jose State UniversityView Profile , Ricardo Jiménez-Peris Universitat Politecnica de Madrid, Spain Universitat Politecnica de Madrid, SpainView Profile Authors Info & Claims ACM SIGCUE OutlookVolume 24Issue 1-3Jan.-July, 1996 pp 192–200https://doi.org/10.1145/1013718.237647Online:01 January 1996Publication History 30citation851DownloadsMetricsTotal Citations30Total Downloads851Last 12 Months41Last 6 weeks6 Get Citation AlertsNew Citation Alert added!This alert has been successfully added and will be sent to:You will be notified whenever a record that you have chosen has been cited.To manage your alert preferences, click on the button below.Manage my Alerts New Citation Alert!Please log in to your account Save to BinderSave to BinderCreate a New BinderNameCancelCreateExport CitationPublisher SiteeReaderPDF

No abstract available.

The first step in designing a college level computer literacy course is to define what is meant by computer literacy. Unfortunately no consensus exists as to what the label “computer literate” should imply. The difficulty in both defining computer literacy and designing a satisfactory computer literacy course is evident by both the frequency of change and experimentation occurring at many institutions and by the forests of textbooks that exist for such a course. In this paper we present a definition of computer literacy that is independent of any specific application or application genre and introduce the notion of application literacy as distinct from that of computer literacy. Finally we describe a course implementation strategy commensurate with our philosophy.