{
  "id": 17019,
  "url": "https://arxiv.org/abs/2608.05898",
  "title": "Mapping the Emerging Curriculum for AI-Assisted Software Engineering via Syllabus Analysis",
  "summary": "arXiv:2608.05898v1 Announce Type: cross Abstract: As Generative AI coding tools reshape professional software development, universities have begun designing courses to prepare students for AI-assisted development workflows. By analyzing the syllabi of these courses, we can gather empirical evidence about these courses, reveal how this emerging curricular area is being defined, and gain guidance for future curriculum design. We analyzed 23 publicly available syllabi and course materials of upper-",
  "authors": "Francis Geng, Anshul Shah, Mia Chen, Paul Denny, Juho Leinonen, Bill Griswold, Gerald Soosai Raj, Leo Porter",
  "category": "research",
  "topics": "children-education",
  "orgs": null,
  "regions": null,
  "published_at": "2026-08-07T04:00:00.000Z",
  "fetched_at": "2026-08-07T05:10:58.501Z",
  "source_slug": "arxiv-cscy",
  "source_name": "arXiv cs.CY",
  "source_homepage": "https://arxiv.org/list/cs.CY/recent",
  "ethics_ai_record_url": "https://ethics.ai/record/17019",
  "original_url": "https://arxiv.org/abs/2608.05898",
  "evidence_status": "source-only",
  "attribution": "via ethics.ai"
}