Beyond Code: The Role of Liberal Arts in Shaping Computing
Science Education
Herbert H. Tsang

Andrew J. Park

Applied Research Lab, Trinity Western University
Langley, BC, Canada
herbert.tsang@twu.ca

Trinity Western University
Langley, BC, Canada
a.park@twu.ca

Abstract
As artificial intelligence (AI) and emerging technologies reshape
society, computing education must go beyond technical proficiency
to address ethical, social, and philosophical implications. Ethical
considerations should be integrated throughout the development of
complex technical systems, yet computing science curricula often
lack the structured ethical training required in engineering programs. This gap leaves students unprepared for challenges such as
data privacy, algorithmic bias, and the societal impact of AI.
A liberal arts approach can help bridge these gaps by fostering interdisciplinary learning in fields like philosophy, sociology,
and political science. By incorporating ethical reasoning into computing education, institutions can cultivate responsible innovators
who develop technology with both technical excellence and social
responsibility in mind.

CCS Concepts
• Social and professional topics → Computing education.

Keywords
Computer science education, curriculum
ACM Reference Format:
Herbert H. Tsang and Andrew J. Park. 2025. Beyond Code: The Role of
Liberal Arts in Shaping Computing Science Education. In The 27th
Western Canadian Conference on Computing Education (WCCCE ’25),
April 28–29, 2025, Calgary, AB, Canada. 7 pages. https://
doi.org/10.60770/1w7c-4f30

1

Introduction

The rapid evolution of technology and its pervasive influence across
all sectors of society have fundamentally reshaped the landscape of
computing science. Today’s computing challenges—ranging from
artificial intelligence and machine learning to data privacy, cybersecurity, and human-computer interaction—demand more than technical proficiency. They require a nuanced understanding of human
behavior, ethics, communication, and societal impact. Traditional
computing science curricula, with their heavy emphasis on technical skills such as programming, algorithms, and systems design,
often lack components that foster these broader competencies.
This work is licensed under a Creative Commons Attribution 4.0 International (CCBY 4.0) license. For all other uses, contact the authors.
WCCCE ’2025, Calgary, Alberta
© 2025 Copyright held by the authors.
https://doi.org/10.60770/1w7c-4f30

As technological solutions become increasingly integrated into
everyday life, the consequences of their design and deployment
extend beyond technical performance to ethical, cultural, and social
domains. Issues such as algorithmic bias, misinformation dissemination, and privacy violations underscore the need for technologists
who can anticipate and mitigate unintended social consequences.
An interdisciplinary approach that incorporates liberal arts perspectives—such as philosophy, sociology, history, and the arts—provides
students with the critical thinking skills and ethical frameworks
necessary to navigate these complex issues.
Furthermore, interdisciplinary innovation is essential for addressing real-world problems that do not fall neatly within disciplinary
boundaries. For instance, breakthroughs in fields like bioinformatics, digital humanities, and computational social science are driven
by the convergence of computing with life sciences, literature, and
social sciences. These intersections enable the development of technologies that are not only technically robust but also culturally
relevant and socially responsible.
The demand for interdisciplinary competencies is also reflected
in the technology industry, where employers increasingly seek graduates who possess strong communication skills, ethical reasoning,
and creative problem-solving abilities. Tech companies recognize
that innovation thrives in diverse teams that bring together technical experts, designers, ethicists, and domain specialists. As a result,
computing science education must evolve to produce graduates who
can collaborate across disciplines, think holistically, and address
the ethical and societal implications of their work.
In light of these developments, there is a pressing need to reimagine computing science curricula through an interdisciplinary lens.
Integrating liberal arts education into computing science programs
offers a pathway to cultivating well-rounded professionals who are
not only adept at building technological solutions but also capable
of understanding their broader human context.

2

Purpose and Scope

The purpose of this paper is to examine how the integration of
liberal arts education—encompassing disciplines such as philosophy, sociology, literature, history, and the arts—can contribute to
a more comprehensive computing science curriculum. By drawing on the analytical, ethical, and creative capacities nurtured by
the liberal arts, computing science education can produce graduates equipped to navigate the complex socio-technical landscape of
modern technology.
The scope of this exploration includes analyzing the role of liberal arts in fostering interdisciplinary innovation, enhancing ethical
practices, and preparing students for industry demands that prioritize holistic problem-solving abilities. We will survey the current

WCCCE ’2025, April 28–29, 2025, Calgary, Alberta

Tsang and Park

curriculum of computing science degree-granting universities in
western Canada. Make notes of any gap in the current offerings.
The central thesis of this paper posits that integrating liberal arts
into computing science curricula fosters interdisciplinary innovation and ethical practice, both of which are essential for developing
technologies that serve diverse societal needs responsibly. By bridging the gap between technical expertise and humanistic inquiry,
such integration cultivates computing professionals capable of designing thoughtful, inclusive, and ethically sound technological
solutions.

participation in the learning process [19]. Such an approach not
only enhances academic satisfaction but also prepares students for
real-world challenges by fostering a sense of responsibility and
ethical awareness [7].
In summary, liberal arts education is characterized by its comprehensive approach to learning, integrating diverse disciplines
and experiences to cultivate critical thinking, creativity, and civic
engagement. It prepares students for a dynamic and interconnected
world, emphasizing the importance of adaptability and ethical responsibility in their personal and professional lives.

3 Theoretical Foundations
3.1 Liberal Arts Education

3.2

Liberal arts education—sometimes referred to as Liberal Arts and
Sciences to clarify that it encompasses a broad spectrum of disciplines beyond the fine arts—is a holistic approach to learning
that fosters intellectual curiosity, critical thinking, and creativity.
Rooted in a tradition that dates back to classical antiquity, this
educational model emphasizes a well-rounded foundation across
disciplines. This framework is beyond focusing solely on specialized or vocational training. Curriculum under this framework traditionally encompasses the humanities, social sciences, and natural
sciences, with the aim of cultivating well-rounded individuals who
are equipped with versatile skills applicable in diverse contexts.
This educational framework is designed not only to impart
knowledge but also to foster intellectual abilities that enable students to engage thoughtfully with the world around them. Students
are encouraged to think critically, not just about how to solve problems but also about which problems are worth solving and why.
They will develop the skills to read critically, write persuasively,
and think expansively.
One defining characteristic of liberal arts education is its focus
on experiential learning and the integration of various disciplines.
Seifert et al. highlight that the "overlap and blending" of experiences
within liberal arts education creates a seamless learning environment that distinguishes it from other educational practices [18].
This holistic approach is crucial for developing competencies such
as creativity and critical thinking, which are essential in today’s
complex and interconnected world [5]. Furthermore, liberal arts education encourages students to reflect on their learning experiences,
which is fundamental for personal and professional growth [14].
In addition to foster intellectual development, liberal arts education plays a significant role in preparing students for civic engagement and leadership. It equips individuals with the skills necessary
to navigate societal challenges and contribute positively to their
communities. For instance, the liberal arts curriculum is increasingly recognized for its ability to produce graduates who possess
the critical thinking and flexible competencies required in the 21stcentury knowledge economy [5]. This is particularly relevant in
the context of globalization, where the demand for adaptable and
innovative thinkers is on the rise [9].
Besides, liberal arts education is not confined to traditional academic settings; it extends to various forms of learning, including
extracurricular activities and community engagement. This broader
understanding of education aligns with the principles of studentcentered pedagogy, which emphasizes the importance of active

In any formal education system in any context, there are three
components: a) curriculum, b) pedagogy, and c) assessment. Curriculum defines the course of study to achieve the final learning
goals and outcomes. In computer science, the curriculum often
includes courses in data structures and algorithms, system design,
and software design and architecture. These are the areas students
will be traditionally focused on.
In terms of the standard curriculum in CS, the ACM/IEEE computer science curriculum development represents a collaborative
effort between the Association for Computing Machinery (ACM)
and the Institute of Electrical and Electronics Engineers (IEEE) to
establish comprehensive guidelines for computer science education. This initiative has evolved over several decades, with periodic
updates to reflect the changing landscape of technology and educational needs. The curriculum development process is characterized
by a commitment to inclusivity, adaptability, and alignment with
industry standards, ensuring that graduates are well-prepared for
the demands of the workforce.
Historically, the ACM began publishing curriculum recommendations in 1965, with significant milestones including the "Curriculum
68" report, which laid the groundwork for future updates. Subsequent reports, such as "Curriculum 78," "Curriculum 91," "Curriculum 2001," and the most recent "Curriculum 2023," have continued
to refine and expand the scope of computer science education [3].
Each iteration has incorporated feedback from educators, industry
stakeholders, and academic institutions to ensure relevance and
rigor.
The ACM/IEEE curriculum framework encompasses several key
components. First, it identifies core knowledge areas that all computer science students should master, including programming, algorithms, data structures, software engineering, and computer architecture. Additionally, it emphasizes the importance of interdisciplinary learning, encouraging students to engage with subjects
such as ethics, social issues, and the impact of technology on society [11]. This holistic approach aims to produce not only technically
proficient graduates but also responsible citizens who can navigate
the ethical implications of their work.
In recent years, the curriculum has increasingly focused on
emerging areas of importance, such as cybersecurity, data science,
and parallel and distributed computing. For instance, the ACM/IEEE
guidelines stress the necessity for all computer science majors to
understand parallel and distributed computing, reflecting the growing relevance of these topics in both academia and industry [12].

Curriculum in Computing Science

Beyond Code: The Role of Liberal Arts in Shaping Computing Science Education

Furthermore, the integration of sustainability principles into computing curricula has gained traction, as educators recognize the
need to prepare students for challenges related to environmental
impact and resource management [16].
The development of the curriculum is also informed by the need
for accreditation and alignment with industry standards. The Accreditation Board for Engineering and Technology (ABET) plays
a crucial role in this process, ensuring that programs meet established quality benchmarks [3]. The ACM/IEEE curriculum guidelines serve as a foundation for institutions seeking accreditation,
providing a common framework that facilitates communication
between academia and industry regarding expected competencies
and learning outcomes [1].
In summary, the ACM/IEEE computer science curriculum development is a dynamic and collaborative process that aims to create
a robust educational framework for computer science. By integrating core knowledge areas, emphasizing interdisciplinary learning,
and addressing emerging technological trends, the curriculum prepares students for successful careers while fostering ethical and
responsible engagement with technology.
CS2023 is the latest version of the computer science curriculum
guidelines. Three parties were involved in creating these guidelines: ACM, IEEE-CS, and the Association for the Advancement
of Artificial Intelligence (AAAI). Since 2013, the guidelines have
shifted from what is taught (a knowledge model) to what is learned
(a competency model).
CS2023 has 17 knowledge areas; specifically, one of the areas is
Society, Ethics, and the Profession (SEP). In the previous guideline,
the SEP was named Social Issues and Professional Practice (SP).
Furthermore, CS2023 recommends that instructors pay attention
to SEP issues throughout the curriculum, as these issues are pervasive. As noted in the report: "Given the pervasiveness of computing
applications in every walk of life, a curriculum must address issues
of society, ethics, and the profession as integrally and widely as
possible. Dealing with these issues is integral to the whole solution
to a problem that every graduate must be prepared to deliver" [13].
Therefore, whenever the subject matter intersects with SEP topics,
they are explicitly listed in the relevant knowledge units.

4 The Role of Liberal Arts in Computing
Science Education
As an educator, the central question is: How can we effectively
prepare the next generation of computer scientists and technical
professionals to meet the evolving demands of the high-tech industry?
Integrating a liberal arts framework as the foundational approach
to training computer scientists is not a new concept. In 1986, Gibbs
and Tucker already demonstrated a strong and rigorous computer
science program [8]. As the nature of computer science evolves,
there are other proposed changes that update and enhance the
model [21] [20].
The framework of liberal arts education, when applied to computer science education, emphasizes a holistic approach that integrates technical skills with critical thinking, creativity, and ethical
considerations. This educational model seeks to prepare students
not only for careers in computing, but also for informed citizenship

WCCCE ’2025, April 28–29, 2025, Calgary, Alberta

and lifelong learning. The integration of liberal arts principles into
computing science programs fosters a well-rounded educational experience that is essential in today’s rapidly evolving technological
landscape.
Typical liberal arts-based computer science curricula emphasize
several key themes:
(A) Critical Thinking and Problem-Solving: How philosophy and
logic enhance algorithmic reasoning.
(B) Communication and Collaboration: The impact of rhetoric,
writing, and language studies on teamwork and technical
communication.
(C) Ethical and Social Responsibility: Insights from ethics, sociology, and history in addressing technological impacts on
society.
(D) Creativity and Innovation: How arts, literature, and design
thinking contribute to user-centered software development
and HCI.

4.1

Interdisciplinary Learning

One of the core aspects of a liberal arts education in computing science is the emphasis on interdisciplinary learning. Programs such
as the Computing in the Arts (CITA) curriculum exemplify this
integration by combining computer science with artistic creativity,
allowing students to explore the intersection of technology and
the arts [15]. This approach encourages students to think critically
about the implications of technology in society and to develop innovative solutions that are both functional and aesthetically pleasing.
Moreover, liberal arts universities often provide a unique environment for computer science education by promoting a broad-based
curriculum that includes courses in humanities and social sciences
alongside technical subjects. This breadth of study is crucial for developing well-rounded graduates who can navigate complex social
issues related to technology. For instance, Baldwin et al. highlight
how liberal arts institutions can successfully implement computer
science programs that emphasize both depth and breadth, ensuring
that students are equipped with the necessary skills to tackle realworld challenges [2]. This is particularly important in addressing
social and ethical issues in computing, as discussed by Davis and
Walker, who advocate for incorporating social issues into computing curricula [6].
Interdisciplinary integration matters in the 21st-century digital
age. The computer scientists and engineers of the next generation
need to be able to bridge the disciplinary gap in order to create and
survive the next innovation. There are many examples of successful
integrations: Digital humanities projects, interactive media and
computational arts, bioinformatics and computational biology as
interdisciplinary case studies, to name a few.

4.2

Soft Skills Development

Furthermore, the liberal arts framework also encourages the development of soft skills, such as communication, collaboration, and
critical thinking, which are essential for success in the computing
field. Sarkar and Johnson emphasize the importance of these competencies in preparing students for the demands of the modern
workforce, particularly in areas such as artificial intelligence and
data science [17]. By fostering these skills, liberal arts education in

WCCCE ’2025, April 28–29, 2025, Calgary, Alberta

computing science helps students become adaptable professionals
who can thrive in various roles and industries.
Furthermore, the historical context of liberal arts education provides a foundation for understanding the role of computing science
within this framework. The Liberal Arts Computer Science Consortium (LACS) has been instrumental in developing model curricula
that align with liberal arts principles, ensuring that computer science education remains relevant and impactful [4]. This collaborative effort underscores the importance of maintaining high-quality
computer science programs that are informed by liberal arts values.
In conclusion, the liberal arts education framework applied to
computing science education promotes an interdisciplinary, holistic approach that prepares students for both technical proficiency
and ethical engagement with technology. By integrating diverse
disciplines and emphasizing critical thinking and soft skills, this
educational model equips graduates to navigate the complexities
of the modern world and contribute positively to society.

5 The Current Ethical Education in Computer
Science Curriculum
With the rapid proliferation of artificial intelligence, society has
begun to recognize the transformative power of technology and its
profound impact on individuals and communities.
When developing complex technical systems, ethical considerations must be integrated at every stage, from design to maintenance.
Teaching computer ethics in computing curricula is not merely an
optional enhancement, it is essential.
Unlike engineering programs, which require a dedicated course
in professional ethics, computing science curricula often lack such
a requirement. As a result, critical areas necessary for addressing
contemporary technological challenges are frequently overlooked.
As we confront pressing issues such as data privacy, algorithmic
bias, and the societal implications of AI, it is imperative that both
engineers and computing scientists possess the skills to analyze
complex problems, evaluate diverse solutions, and think creatively
— an essential component of innovation and user-centered design.

Tsang and Park

We recognize that, even though a specific course on SP is not offered,
content related to the ethics and technology of society can still
be addressed at various points throughout other courses in the
curriculum. However, this approach often leaves it up to individual
professors to decide whether to include this additional content.
Without a concerted effort, it is reasonable to assume that there is
a possibility that the content may be overlooked.
Tables 1 and 2 summarized the degree granting institutions in
BC and AB, respectively, and their SP course offering (if any).
We note that not all CS degree-granting institutions offer a course
in SP (5 out of 7 in BC and 2 out of 5 in AB). Although the course
is offered, some institutions do not require this course for their
credentials.
In British Columbia, the universities that offer an SP course as
a degree requirement are Simon Fraser University (SFU), Trinity
Western University, the University of Fraser Valley, and the University of Northern British Columbia.
Simon Fraser University (SFU) previously offered a course on the
social implications of technology (CMPT 320), which explored various ethical issues related to technology. However, since 2016, this
course has been removed from the degree requirements and is now
offered as an elective. Instead, the content has been integrated into
the syllabi of two other courses, CMPT 125 - Introduction to Computing Science and Programming II and CMPT 376W - Professional
Responsibility and Technical Writing.
According to the university Senate document (March 4, 2016),
’Social and Professional issues in Computing (SP) are considered
important for our curriculum so are to be added to the syllabus of
two other courses, CMPT 125 and CMPT 376W.’ CMPT 376W is a
required course for the B.Sc. credential. However, upon reviewing
the course descriptions, it appears that CMPT 105W now covers
some of the content that was previously taught in CMPT 320, rather
than CMPT 125. It is important to note that while CMPT 320 once
dedicated the entire course to topics related to SP, CMPT 376W is
now also responsible for teaching technical writing. Additionally,
SFU cited difficulty in finding staff to teach CMPT 320 as one of the
reasons for its removal from the curriculum.

5.2
5.1 Survey of Western Canada Universities
In this section, we report our attempt to survey universities in
western Canada (in the provinces of British Columbia (BC) and
Alberta (AB)) in their curriculum for offering a class in Social and
Professional issues in Computing (SP).
There are 31 post-secondary institutions in BC and AB offering
computing science courses (21 in BC, and 10 in AB). Of these 31,
only 13 offer a Bachelor of Science (BSc) in Computing Science
degree (8 in BC and 5 in AB). We will be focusing our discussion to
these 13 institutions.
Upon surveying the academic catalog for these institutions, we
noted in their SP course offering that there are three possibilities:
• a) SP course is not offered,
• b) SP course is offered but not required for the credential,
and
• c) SP course is offered and required for the credential.

Ethical Practice in Computing

There are many technological inventions that come with ramification in the ethics area. For example: algorithmic bias and fairness, data privacy and surveillance ethics, and AI and autonomous
systems: moral and philosophical considerations. There is a need
for system designers to understand the frameworks for Ethical
Decision-Making so that they are not just the producers of programming source code, but they are also able to incorporate ethical
theories and methodologies into technical problems.

5.3

Survey on Computing Science Education at a
Liberal Arts University

A survey on computing science education at a liberal arts university was conducted with 24 students, mostly computing science
majors and a few pre-engineering and mathematics majors. The
survey results show that most students consider ethics an important subject in computing science (46% extremely important; 42%
very important) (Figures 1). About 63% of the students think that a

Beyond Code: The Role of Liberal Arts in Shaping Computing Science Education

WCCCE ’2025, April 28–29, 2025, Calgary, Alberta

Table 1: Institutions in British Columbia that offer BSc degree in computing science and their offering of SP courses.
Institutions
Simon Fraser University
Thompson Rivers University
Trinity Western University

Offer SP course
Y
N
Y

Required SP course
Y
N
Y

University of British Columbia
University of Fraser Valley
University of Northern British Columbia
University of Victoria

Y
Y
Y
N

N
Y
Y
N

Course number
CMPT 376W
NATS 483 Christian Perspectives in the
Sciences: Computing Science
CPSC 430 Computers and Society
COMP 420 Computers and Society
CPSC 260 - Ethics in Computing Science

Table 2: Institutions in Alberta that offer BSc degree in computing science and their offering of SP courses.
Institutions
MacEwan University
Mount Royal University
University of Alberta

Offer SP course
N
N
Y

Required SP course
N
N
N

University of Calgary
University of Lethbridge

Y
N

N
N

Course number

CMPUT 200 Ethics in Data Science and
AI and CMPUT 300 Computers and Society
CPSC 409 History of Computation.

liberal arts university helps them develop critical thinking about
the social implications and ethics of technological advances (Figure
2). 62.5% of the students agree that they learn an interdisciplinary
approach to the problems in liberal arts education (Figure 3). About
71% believe that ethics-related courses will help them make the
right decisions in their future workplace (Figure 4). Half of the
students are satisfied with their computing education at a liberal
arts university, and 37.5% responded neutrally (Figure 5).
These survey results are encouraging, as students perceive the
liberal arts as playing an important role in their computing science
education. They understand the benefits of a liberal arts curriculum for their future career by learning ethics and interdisciplinary
approaches to problems in addition to technical skills.

Figure 2: Survey question 2 and results.

6

Figure 1: Survey question 1 and results.

Recommendation to Curriculum Design for a
Comprehensive Educational Paradigm

We strongly recommend that all computer science curricula incorporate two key components: a) a dedicated focus on ethics, and b)
opportunities for students to engage in interdisciplinary coursework, similar to the liberal arts education model.
By integrating these approaches, we believe it is possible to foster
a culture of interdisciplinary innovation that addresses gaps in the
current educational model.

WCCCE ’2025, April 28–29, 2025, Calgary, Alberta

Tsang and Park

Figure 3: Survey question 3 and results.

Figure 5: Survey question 5 and results.
• Emphasize the importance of project-based learning. As class
sizes continue to grow due to economic and budgetary constraints, educators must find new pedagogical approaches
that enable project-based learning in larger classrooms.
• The next breakthrough in technology will likely stem from
interdisciplinary collaborations. Our students need the necessary skills and training to succeed in such environments.
• Computer science students must be equipped with essential
ethical reasoning tools, as they will be required to make
ethical decisions in areas ranging from software and system
design to the recycling of computer hardware.
• Both academia and industry urgently need more individuals
who are well-versed in the intersection of ethics and technology. In an increasingly digital world, it is crucial to have
professionals who understand the ethical implications of
technological advancements. Only with a larger pool of individuals equipped with these skills can we foster intelligent,
meaningful debates on the critical issues shaping our future.
These discussions are essential to ensuring that technology
serves society in a responsible, equitable, and sustainable
manner.

Figure 4: Survey question 4 and results.

Rather than confining discussions of ethics to a single course,
there is a growing effort to embed ethical considerations throughout the curriculum. One notable example is Harvard University’s
Embedded EthiCS program, in which faculty develop ethics modules that are seamlessly integrated into existing computer science
courses [10]. This approach ensures that students encounter ethical reasoning in context, reinforcing its importance across diverse
technical domains.
By adopting similar initiatives, computer science programs can
better prepare students to navigate the complex ethical challenges
of modern technology while fostering a more holistic and socially
responsible approach to computing.

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Received 4 March 2025; accepted 10 Apr 2025