Investigating Student Experiences with Curriculum Coherence
A Qualitative Study about the Computer Science Curriculum
Noe Noe Narayudha Purwanto (TU Delft - Electrical Engineering, Mathematics and Computer Science)
X. Feng – Mentor (TU Delft - Electrical Engineering, Mathematics and Computer Science)
A.R. Bidarra – Mentor (TU Delft - Electrical Engineering, Mathematics and Computer Science)
M. Skrodzki – Mentor (TU Delft - Electrical Engineering, Mathematics and Computer Science)
J.C. van Gemert – Graduation committee member (TU Delft - Electrical Engineering, Mathematics and Computer Science)
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Abstract
This qualitative study explores how Bachelor's computer science students at TU Delft experience curriculum coherence across horizontal (concurrent) and vertical (sequential) dimensions. Based on semi-structured interviews analyzed using Reflexive Thematic Analysis, the results reveal how students view the trade-offs between academic depth and breadth, how well-timed repetition mitigates cognitive load, and how independence between parallel courses combats exhaustion. These insights highlight that curriculum designers should explicitly articulate connections between courses and carefully incorporate repetition to optimize student engagement.