Social science computing curricula: guidelines for the seventies

Abstract

Several decades ago a new body of techniques sprouted from the field of mathematics. This new technology, which came to be called statistics, grew into an autonomous academic field despite confining pressures. Although the invention of computer techniques historically lagged behind statistics, its entry into the academic world is strikingly similar. Both fields face issues of disciplinary autonomy and both are undergoing similar struggles between applied and theoretical interests. One outcome of these tensions in statistics has been the establishment of separate programs for applied statistics. While we do not dare make rigid predictions for computer science, we would anticipate similar structures, e.g., applied computer science curricula, to emerge.