HomeComputer Issuesvol. 28 no. 2 (1994)

Rationalizing the BSCS Curriculum

Manuel A. Lopez

Discipline: Computer Science



I would imagine that there are sectors in the computing industry that are in favour ofadegree course in computer science. And there are still others who feel that industry needs do not warnmt training in the guise of a full-fledged university curriculum. 


To provide direction, therefore, to any debate or discussion regarding this matter, it is imperative that definitions of key terms are laid out succinctly. 


We can define computing curricula as one in which computing (in all its aspects and flavours) is the major area of study. This is evident in the name of the final qualification in which the degree is awarded. This, then, excludes programmes of study in which computing is split with other subjects (e.g., physics with computer application) or is a subsidiary (e.g., business studies with computing). 


The term ' computing' itself means the study of computation. In particular, it refers to the application of scientific, mathematical, and engineering principles to the construction and analysis of computing systems.


It is not the intention of this paper to compare the curriculum of one university to those of others: rather, we are extending our arms unfolded to present a singular voice in the defense of the Bs curricula - its slant and side flavours notwithstanding. After all, a BS curriculum, independent of the school that offers the program, is a product of considerable thought and experience. It should respond to national priorities and, paradoxically, to different educational philosophies. It can operate under different standards and must ensure that graduates are educated to meet assorted professional requirements.