Academic
Publications
Computing as a discipline

Computing as a discipline,10.1145/63238.63239,Communications of The ACM,Peter J. Denning,Douglas E. Comer,David Gries,Michael C. Mulder,Allen B. Tucke

Computing as a discipline   (Citations: 344)
BibTex | RIS | RefWorks Download
The final report of the Task Force on the Core of Computer Science presents a new intellectual framework for the discipline of computing and a new basis for computing curricula. This report has been endorsed and approved for release by the ACM Education Board.
Journal: Communications of The ACM - CACM , vol. 32, no. 1, pp. 9-23, 1989
Cumulative Annual
View Publication
The following links allow you to view full publications. These links are maintained by other sources not affiliated with Microsoft Academic Search.
    • ...According to Denning et. al, the fundamental question underlying the discipline of computing is “what can be automated and how to compute effectively,” approached through the three paradigms of theory, abstraction and design [5]...
    • ...China is also grappling with the challenge of providing fundamental computing education for non-computer science majors [4][5]...

    Ming Zhanget al. Undergraduate computer science education in China

    • ...Based on [23][24][25], we can define computing as a science about information processes that can be represented by the collection of countable sequences of instructions executable in some a system...

    Yanxiang Xuet al. Social computing research map

    • ...Theory is indeed the bedrock of academic computing—any academic curriculum in IT must have a sound theoretical base (Denning et al., 1989)...
    • ...In this article that discussion is elided, but it should be noted that in computing those different aspects are deeply intertwined (e.g. Denning et al., 1989)...
    • ...In practical courses, the emphasized method of working is the (technological) design process (Denning et al., 1989), which begins with identifying, analyzing, and defining the issue—a problem or possibility that arises in the course of people’s life...
    • ...That is, students have to understand the problem, issue, or possibility clearly (ITEA, 2007, p. 6), and formulate a set of requirements concerning a working solution of the issue (Denning et al., 1989)...
    • ...ber of alternative solutions and choose one or more of the most promising solutions to be implemented (ITEA, 2007, p. 6). Students design and implement a working solution and, if necessary, change the design (ITEA, 2007, p. 6; Denning et al., 1989); finally students test their solution...

    Matti Tedreet al. Contextualized IT Education in Tanzania: Beyond Standard IT Curricula

    • ...Start time, increasing [6, 1, 4, 2] 4 Start time, decreasing [2, 4, 5, 3] 4 Finish time, increasing [6, 0, 7, 2] 4 Finish time, decrease...
    • ...[2, 8, 3] 3 Duration, increasing [2, 0, 4, 3] 4 Duration, decreasing [8, 6, 2] 3 These results allow us to discard the seventh and ninth strategies...
    • ...[2, 8, 3] 3 Duration, increasing [2, 0, 4, 3] 4 Duration, decreasing [8, 6, 2] 3 These results allow us to discard the seventh and ninth strategies...
    • ...In a more general setting, our work lies in the stream of experimentation in CS education [3]...

    J. Ángel Velázquez-Iturbideet al. Active learning of greedy algorithms by means of interactive experimen...

    • ...The problem is that Computer Science itself derives from at least three different disciplines each with a very different epistemology and methodology, namely, mathematics, experimental science and design or engineering [5]...
    • ...However this is not the theory of Computer Science in the same sense that theoretical physics relates to physics [5]...

    Edwin Blake. Design doctorate in computing: a defence of "doing cool stuff"

Sort by: