An inverted computing curriculum: preparing graduates to build quality systems

Abstract

Employers of graduates of traditional computing curricula lament that new hires are unable to integrate into project teams, understand, develop or manage large systems, use software development tools, comply with industry and organizational standards, understand and practice quality precepts, or effectively communicate orally or in writing. By and large, traditional computing curricula produce graduates who are prepared to work alone on small projects that are rarely deployed. If we are to close the gap between the profile of the successful computing practitioner and the profile of the current graduate, some radical changes in curricula must be instituted. This paper describes current improvement efforts that are unfolding and experiences with transferring those efforts into the classroom.