MS
M.S.A. Shomis
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Computer science (CS) programmes are expected to develop students’ teamwork skills, yet there is no established, repeatable way to check whether a programme actually declares teamwork instruction across its full mandatory curriculum rather than leaving it to one or two courses. This paper contributes such a method. The method takes a programme’s publicly declared course syllabi, codes them against a teamwork framework that spans professional dispositions, non-technical skills, and collaborative teaching methods, and aggregates the course-level coding into a programme-level picture: which teamwork categories the curriculum declares, which it omits, and what it declares that the framework does not anticipate. The method is demonstrated on one CS bachelor programme. Doing so reveals patterns that a single course could not show: teamwork appears in only a few of the 25 mandatory courses, the final capstone project is individual rather than team-based, and an identical ethics paragraph is copied into every course whether or not it involves group work. This is evidence that the method captures how a whole curriculum does—or does not—build teamwork. The paper provides the method, an operationalised codebook, and a worked single-case application that other programmes can replicate.
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Computer science (CS) programmes are expected to develop students’ teamwork skills, yet there is no established, repeatable way to check whether a programme actually declares teamwork instruction across its full mandatory curriculum rather than leaving it to one or two courses. This paper contributes such a method. The method takes a programme’s publicly declared course syllabi, codes them against a teamwork framework that spans professional dispositions, non-technical skills, and collaborative teaching methods, and aggregates the course-level coding into a programme-level picture: which teamwork categories the curriculum declares, which it omits, and what it declares that the framework does not anticipate. The method is demonstrated on one CS bachelor programme. Doing so reveals patterns that a single course could not show: teamwork appears in only a few of the 25 mandatory courses, the final capstone project is individual rather than team-based, and an identical ethics paragraph is copied into every course whether or not it involves group work. This is evidence that the method captures how a whole curriculum does—or does not—build teamwork. The paper provides the method, an operationalised codebook, and a worked single-case application that other programmes can replicate.