Computing curricula are shifting away from traditional computer science into the broader area of social computing
[3, 4] (see also the new computing curricula at the Universities of Maryland, Michigan, and North Carolina).
Denning has discussed the chasm that separates the inventors and visionaries from the much larger group of pragmatists
(the users of computing technology) .
This shift in computing curricula is essentially a move away from studying the technology
toward studying the broader and more socially-oriented area of what users do with the technology .
These and related articles indicate that social computing involves decentralized information systems,
is highly interdisciplinary (scientific collaboration, e-commerce, entertainment, social creativity, and social networking),
and is committed to universal usability (mobile, ubiquitous access, multiple languages, diverse cultures, etc.,
 Berners-Lee, T., The Mobile Web,
Keynote Address, 3GSM Barcelona, 2007.
 Denning, P., Crossing the Chasm,
Commun. ACM, Vol. 44, No. 4, April 2001, p 21-25.
 Klawe, M. and Shneiderman, B., Crisis and Opportunity in Computer Science,
Commun. ACM, Vol. 48, No. 11, November 2005, p 27-28.
 Shneiderman, B., Web Science: A Provocative Invitation to Computer Science,
Commun. ACM, Vol. 50, No. 6, June 2007, p 25-27.
I gave my masters-level students an assignment to read this background material
and to propose the associated direction and changes they think should be made to the curriculum of the
Seidenberg School of CSIS at Pace University.
The following contains the
Assignment 2: Moving the Computing Curriculum toward Social Computing
and the student submissions from Summer Session I, 2007:
(the PDF submission could not be sanitized by removing the student ID information,
so please keep this information confidential),
from fall 2007:
from spring 2008:
and from fall 2008: