A Cross-Sectional Comparison of Computing Education

A study of educational approaches to higher education computing curricula using publicly available data from a representative sample of 27 public colleges in the State University of New York (SUNY) system is performed. Data and text analysis techniques were applied to a corpus built from course descriptions and listed prerequisites across school, department, school type (2- or 4-year or graduate). The results show the existence of different approaches and emphasis to the computing related curricula within the SUNY system. The nature and structure of the relation between different colleges and courses is evidenced and may be useful in planning and development of transfer paths, articulation agreements and general policy development to make system resources more available to a student population.