Work in Progress: A Literate Approach to Graduate Computer Science Education

We have observed that many beginning graduate students, though technically skilled, are lacking the ability to disseminate technical knowledge to a broad audience. Students often write term papers that describe the intricate complexity of their work, but fail to place the work in context, to articulate the core argument, or to present the proper level of detail. In response, we are developing a curriculum-independent course format designed to develop the ability of students to write, speak, and argue effectively to a broad audience. This format includes an evaluative process in which students absorb and respond to technical readings within an existing curriculum and a highly literate technical project guided by several milestones