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A Comparative Study on Undergraduate Computer Science Education between China and the United States

A Comparative Study on Undergraduate Computer Science Education between China and the United States

Eric P. Jiang
Copyright: © 2015 |Pages: 16
ISBN13: 9781466673632|ISBN10: 146667363X|EISBN13: 9781466673649
DOI: 10.4018/978-1-4666-7363-2.ch049
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MLA

Jiang, Eric P. "A Comparative Study on Undergraduate Computer Science Education between China and the United States." STEM Education: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2015, pp. 918-933. https://doi.org/10.4018/978-1-4666-7363-2.ch049

APA

Jiang, E. P. (2015). A Comparative Study on Undergraduate Computer Science Education between China and the United States. In I. Management Association (Ed.), STEM Education: Concepts, Methodologies, Tools, and Applications (pp. 918-933). IGI Global. https://doi.org/10.4018/978-1-4666-7363-2.ch049

Chicago

Jiang, Eric P. "A Comparative Study on Undergraduate Computer Science Education between China and the United States." In STEM Education: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 918-933. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-7363-2.ch049

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Abstract

With the rapid growth of the Internet and telecommunication networks, computer technology has been a driving force in global economic development and in advancing many areas in science, engineering, health care, business, and finance that carry significant impacts on people and society. As a primary source for producing the workforce of software engineers, computer scientists and information technology specialists, computer science education plays a particularly important role in modern economic growth and it has been invested heavily in many countries around the world. This chapter provides a comparative study of undergraduate computer science programs between China and the United States. The study focuses on the current curricula of computer science programs. It in part is based on the author's direct observation from his recent visits to several universities in China and the conversations he had with administrators and faculty of computer science programs at the universities. It is also based on the author's over two decades experience as a computer science educator at several public and private American institutions of higher educations. The education systems in China and the United States have different features and each of the systems has its strengths and weaknesses. This is likely also true for education systems in other countries. It would be an interesting and important task for us to explore an innovative computer science education program, which perhaps blends the best features of different systems and helps better prepare graduates for the challenges working in an increasingly globalized world. We hope the study presented in this chapter provides some useful insights in this direction.

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