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Socially relevant computing curriculum innovation

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  • John Trimble
  • Harry Keeling

Abstract

This paper is based on curriculum development over the past ten years that includes work at Howard University as well as universities in Zimbabwe, South Africa and Rwanda. The focus is the development of the computing discipline in a people-centered manner. The methodology used defined a theoretical justification and an organisational approach. The theoretical justification consists of a philosophical component that seeks to clarify ‘what is’ socially relevant computing and an ideological component that seeks to link socially relevant computing to the social and economic interests of a broad population. The organisational approach is multidimensional, crossing educational levels, educational institutions and professional organisations. Two (National Science Foundation funded) socially relevant computing workshops are examined as part of this effort. This paper details the process of advancing socially relevant computing as well as the impact this process is having on lecturers as well as students. Recommendations for extending these efforts are an essential component of this paper.

Suggested Citation

  • John Trimble & Harry Keeling, 2014. "Socially relevant computing curriculum innovation," African Journal of Science, Technology, Innovation and Development, Taylor & Francis Journals, vol. 6(4), pages 315-321, July.
    • Handle: RePEc:taf:rajsxx:v:6:y:2014:i:4:p:315-321
    DOI: 10.1080/20421338.2014.966027
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