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The essential element is the pervasive presence throughout the curriculum of mathematical modelling, which is the role of Formal Methods in its original sense. Mathematical fundamentals and concepts are crucial, software tools are auxiliary and even misleading without the former. Recommendations are given for curriculum structure, specific key courses and attitudes to instil in students and educators. Comparison with other approaches is made. A conclusion is that CS curricula should break outside the limitations caused by conservative policy makers but also self-imposed ones.<\/jats:p>","DOI":"10.1145\/1595453.1595458","type":"journal-article","created":{"date-parts":[[2009,8,24]],"date-time":"2009-08-24T14:08:31Z","timestamp":1251122911000},"page":"24-30","update-policy":"https:\/\/doi.org\/10.1145\/crossmark-policy","source":"Crossref","is-referenced-by-count":4,"title":["Teaching and practicing computer science at the university level"],"prefix":"10.1145","volume":"41","author":[{"given":"Raymond","family":"Boute","sequence":"first","affiliation":[{"name":"Ghent University, Ghent, Belgium"}]}],"member":"320","published-online":{"date-parts":[[2009,6,25]]},"reference":[{"key":"e_1_2_1_1_1","volume-title":"Structure and Interpretation of Computer Programs","author":"Abelson Harold","year":"1996","unstructured":"Harold Abelson and Gerald Jay Sussman with Julie Sussman , Structure and Interpretation of Computer Programs . 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