Abstract: The information explosion in science and the shift in our economy from the production of industrial goods to a greater emphasis on science and knowledge-based industries has created a discontinuity in the nature of jobs and our educational needs. Ironically, widespread dissatisfaction with our schools has led to a nationwide, back-to-basics movement. Computers, which have become indispensible to the operation of science, business, and government, are not a major part of American education. While many schools have introduced computers into their curriculum, these local efforts only partially satisfy the country's needs at costs which are prohibitive and unnecessary when viewed nationally. In an information society, a computer literate populace is as important as energy is to an industrial society. Other nations have begun the task of restructuring their systems to include computers and unless we begin soon, the next crisis in American education will be the computer literacy crisis.

Abstract: XS-0 is a low-cost interactive system that serves as a self-explanatory school computer. Particular attention has been devoted to making the man-machine dialog easy to follow for the inexperienced user. The system includes a course on computer programming, a programming system for writing, editing, executing, and debugging programs interactively, and a filing system containing private and public libraries. The language offered to the user is a version of Pascal. The system is realized on a small stand-alone computer which supports a small number of graphic terminals. This hardware consists of the most cost effective components currently on the market.

Abstract: The computer's pervaiveness in the 1980's will demand even more professional talent, broader computer education, and perhaps even licensing of the computer professional. Industry, education, and professional groups must cooperate to meet these challenges.

Abstract: Reports an innovative approach to developing computer literacy among visually impaired students that was presented in two four-week workshops in computer programming for visually impaired students, held at Baruch College, New York. The experiences of the workshops are analyzed, and guidelines for the training of visually impaired people in computer related fields by educational and business institutions are discussed.

Abstract: This paper provides an overview of significant developments in computer science and engineering education with discussions on curriculum development, continuing education, and certification. Forecasts of industry needs in the 1980's for computer professionals are included, together with the trends in curriculum developments they may auger.

Abstract: The Evergreen State College is a fully accredited four year undergraduate liberal arts college of the State of Washington. Evergreen was founded in the late sixties as an alternative to the prevailing pedagogical model of undergraduate specialization. Evergreen instead favors integrated, thematic academic programs which typically involve faculty from several disciplines. From its inception the College has had a strong commitment to familiarizing its students with the computer as a tool. This paper outlines some of the methods used at Evergreen and indicates some of the lessons we have learned which may be useful to other liberal arts colleges.

Abstract: The Community and Junior College Subcommittee of the Curriculum Committee on Computer Education (C3E-CAJC) of the Association for Computing Machinery has recently completed work on its first report. Entitled “Curriculum Recommendations and Guidelines for a Community and Junior College Career Program in Computer Programming,” the report presents findings from more than two years of discussion, interaction, and analysis by a large working group of educators and industry persons. This paper provides an overview of the recommendations, which are directed toward the education of applications computer programmers, who would work in conjunction with a systems analyst in the type of environment usually found in a medium to large scale computer facility. Specific objectives and the subject matter outline from the report are presented; facilities and resources needed for implementation of the program are discussed.

Abstract: As tne title suggests, the course i s approached tnrough the in-depth study o f uata representation, computing system s (which includes job contro l interpretation, language translators , large storage devices and control of I/O by the operating system), subroutine s (which includes accessing parameters b y value, oy address and oy name) an d numerical methods . Our experience ha s snown that students find the cours e intellectually satisfying and understan d tne interactions of the hardware and software of the system .

Abstract: The notion of continuing education is nowhere more relevant than in the computer context. The fact that many top managers completed their formal education before computer topics were a part of most university curricula, coupled with the elemental changes that have transformed our industry for even those computer specialists who completed their education a few years ago, make continuing education for “computer currency” a very real need.A continual passing from hand to hand of computer knowledge is essential if we are to deal with technology in a timely way. Understanding of computer concepts can be a medium of exchange with real financial value in our technologically oriented society; in other words, a money type of currency.

Abstract: A multi-measure validation procedure was employed to evaluate a computer literacy curriculum. The evaluation was based upon the assumption that a comparison of results from several validation techniques produces more conclusive evidence about transfer hypotheses generated for the curriculum. The evaluation process was enhanced by the development and use of a sequenced decision-making procedure through which validation data from many sources could be employed. The results of the evaluation were used to produce a validated and reproducible curriculum consisting of sixty-two specific computer literacy objectives relating to five major goals or objectives.