Teaching and practicing computer science at the university level

Abstract

Universities offering Computing Science curricula should do so at the university level. Taking pragmatic shortcuts causes stagnation in professional practice. The essential element is the pervasive presence throughout the curriculum of mathematical modelling, which is the role of Formal Methods in its original sense. Mathematical fundamentals and concepts are crucial, software tools are auxiliary and even misleading without the former. Recommendations are given for curriculum structure, specific key courses and attitudes to instil in students and educators. Comparison with other approaches is made. A conclusion is that CS curricula should break outside the limitations caused by conservative policy makers but also self-imposed ones.