2023 ASEE Annual Conference & Exposition

With large attrition rates among computer science (CS) majors, it is clear that CS undergraduates face challenges completing their degrees. Although much research has tested various teaching strategies and how course outcomes are associated with drop- out rate, little attention has been paid to using a bottom-up, student-centered, qualitative approach with a large sample to understand how to improve required CS courses and curricula. In the present study, we investigated CS college students’ self-reported perceptions of curriculum design and instruction. We invited feedback from undergraduate students who enrolled in CS courses from various stages of the program (N = 445) at a large public Mid-Atlantic university. Specifically, we evaluated what students in CS would change to their required CS courses and/or course sequence through open-ended responses. Results of thematic coding of these responses revealed that students wanted clear connections between courses, course content and program design that were in line with practical skills used in the CS industry, and more effective academic advising and assistance from instructors. Implications and areas of future research will be discussed with respect to beneficial reforms to enhance student learning experiences in CS programs.