Managing Data and Projects: Lessons Learnt from Comparing Computing Curricula

It is recognized that Computer Science (CS) and Information Technology (IT) require many competencies covering a wide range of domains exhibiting an impressive changing rate. This paper reports an experience that proposes a learning trajectory (LT) aiming at developing competencies in database development, and project management. To do so, we leverage on mandatory curricula in England, national guidelines in Italy, frameworks from the ACM and Computer Science Teacher Association. This curriculum rooted in design methodology has the flexibility to adapt to fast content changes, and the indication of minimum, advanced and elective competencies allows serving students with different needs. Interdisciplinary project experiences and various progression paths give flexibility to LTs allowing their use for teachers’ learning both pre and in service and for undergraduate studies. The main lessons learned from those experiences will be discussed.