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Since the 1960s, the ACM has provided routinely updated guidelines for what concepts constitute a computer science curriculum, with the latest version currently in development in 2023. These guidelines have traditionally provided a model curriculum from which universities can choose to adopt or modify for their own purposes. What is unclear, however, is to what degree schools follow the curriculum recommendations that the ACM provides. While most faculty and students likely have knowledge of their own institution's curriculum, as well as what courses are offered at a small selection of other schools, the goal of the work presented in this poster is to distill a cohesive view of what computer science curriculums in their second and third years look like across a broad range of universities across a range of institutions. Our goal with this work was to answer the following question: What do computer science course requirements look like at a wide range of different institutions? We believe the work will help those who are trying to develop curriculum changes within their own institutions and aims to provide a more cohesive view of what trends and patterns exist in course offerings and degree requirements for computer science in the second and third years across a wide range of universities. 

WIP Research Paper: The ability to identify threshold concepts within a discipline recognizes key components within a curriculum which, when learned, enables an individual to demonstrate as a member of that community. Within computer science, potential threshold concepts have sparked debates among researchers. According to the original definition by Meyer and Land, threshold concepts result in an individual being placed into a state of uncertainty or liminality and successful traversal of this liminal state results in a potentially irreversible transformation. When seeking to identify threshold concept, researchers often search for what concepts students feel are ‘troublesome’ or ‘difficult to learn’ since this state is often difficult to describe or understand when currently inside it or just past it. While threshold concepts have been identified for the beginning stages of programming, there is little to no work on the intermediate years of university computing education (years 2 & 3) and what potential threshold concepts exist during that time for computer science students. Our goal with this research is to help address this gap by answering the following research question: What concepts do intermediate students identify as being troublesome and/or ‘uncomfortable to learn’ within their computer science coursework?