Where are we?

The survey reported in this paper is not yet a fully achieved exercise. May it serve as a stimulus for course lecturers to advertise their teaching experiences and results, eventually leading to a self-updatable central repository accessible on a «wiki»-basis hosted by FME. The more representative it becomes, the more effective it will be in helping lecturers to cross-compare their teaching and newcomers to adopt particular teaching approaches or styles.

We have, nevertheless, a basis to work on. The information already available can be used to inspect each institution's thread of modules. Consistent/successful threads can eventually be selected as prototypical and proposed as (FME) recommended curricular guidelines.

Our final concern should be to equip each standard with suitable (FME recommended) teaching material (or links to such a material). Like the ACM/IEEE task force have done, we should not aim at proposing a single, standard curriculum, but rather to find our own alternatives in FM curricula. For instance, similarly to the Imperative-first, Objects-first alternatives in section 7.6 of [12], FM specialists may eventually find evidence that FM intrductory courses can be of class Light-FM-first, Set-theory-first, etc. Future collaboration with the ACM/IEEE Task Force on Computing Curricula would be very welcome and beneficial for both sides.