arXiv subjects

Saja Aldabet

Publications and source records attributed to Saja Aldabet.

3 recordsLinked to original sources

arXiv2026

Measuring Curriculum Alignment across Topical Coverage, Competency, and Cognitive Depth: A Longitudinal Framework Applied to CS2013 and CS2023

Undergraduate computer science is governed by international curricular guidelines revised about once a decade, yet programs lack a reliable way to measure how completely they cover the current guideline and how coverage shifts when it changes. Existing analyses rely on topic models or manual tagging, seldom report reliability, do not benchmark the matching method, and examine topical overlap at a single point in time. We address these gaps with a staged pipeline that separates candidate generation from confirmation, applied to one accredited Bachelor of Science in Computer Science against Computer Science Curricula 2013 (CS2013) and 2023 (CS2023). Semantic retrieval proposes candidate course-to-knowledge-unit matches, a large language model confirms each against an explicit coverage rule, and an independent expert validates the resulting map. Benchmarking seven retrievers against pooled relevance judgments, we find that no automatic configuration reaches acceptable precision and recall, peaking at an F1 of 0.55 and inflating apparent coverage once tuned for recall, establishing retrieval as a candidate generator, not a measurement. Each map was validated by two independent experts and reconciled to a consensus, with substantial first-pass agreement (Cohen's kappa 0.64 and 0.69); the reported coverage is the lenient end of a sensitivity band whose strict end lies about seven points lower. Coverage of CS2023 is 48.4 percent of knowledge units, 59.4 percent by recommended hours, and about 28 percent of topics, and sixty-nine percent of covered units rest on a single course. The program articulates most competencies it covers yet meets the recommended cognitive depth far less often under CS2023 than under CS2013, a gap that survives a sensitivity analysis of the mapping, while structural gaps stay separable from artifacts of the standard's evolution. The instrument is reusable and released.

cs.AI↗

arXiv2026

Measuring Curriculum-Labor Market Alignment at the Scale of a Program Portfolio

A college offering several overlapping computing degrees implicitly assumes that its programs are differentiated in line with how the labor market segments computing work and that, together, they prepare graduates for that market. Testing this is difficult, because the instruments available to curriculum committees, namely advisory boards, tracer studies, and employer surveys, are slow, narrow, and hard to reproduce. We apply one uniform, taxonomy-anchored alignment analysis across all five undergraduate programs of a College of Information Technology, comparing 1,922 course learning outcomes against 103,349 competencies extracted from a unified corpus of 5,186 deduplicated job openings from four boards. Every competency is obtained by a grounded single-language-model procedure that copies it verbatim from the source and verifies it against the source, then assigns it to one of eleven ESCO-aligned domains and a Bloom cognitive level; the curricular supply is read not as a catalog but on a realized-attainment basis that respects the credit-hour and elective constraints under which a student completes a degree. The extraction is validated blind by two independent faculty raters (domain kappa 0.91, Bloom level kappa 0.86) and the ESCO matching against a human-adjudicated gold set (kappa 0.72). Four findings emerge. The content gaps are systemic rather than program-specific, concentrated in systems, software engineering, security, and web development; the shared college core satisfies only about a third of the demanded competencies; the programs are well differentiated in disciplinary content yet homogeneous in where they fall short; and the curriculum is pitched roughly a full Bloom level below the market across the portfolio, most acutely in systems. We discuss the implications for program design, curriculum governance, and the practice of curriculum analytics.

cs.CY↗

arXiv2026

The Nonverbal Syntax Framework: An Evidence-Based Tiered System for Inferring Learner States from Observable Behavioral Cues

Understanding learners' cognitive and affective states underpins adaptive educational systems and effective teaching. Although research links nonverbal cues to internal states, no framework calibrates them to evidence. We present the Nonverbal Syntax Framework, drawn from a systematic review of 908 studies and 17,043 cue-state mappings (Turaev et al., 2026). The framework addresses three challenges: terminological fragmentation (behaviors described inconsistently), evidence heterogeneity (single observations to replicated findings), and state ambiguity (similar patterns indicating multiple states). Normalization consolidated 5,537 state labels into 2,010 canonical states (63.7%) and 11,521 cues into 6,434 normalized cues (44.2%) across nine behavioral channels. Dual-evidence assessment separately evaluates Component Evidence (coverage of cues and states) and Relationship Evidence (independent studies per cue-state link). 52% of "Very High" relationships rest on one paper, so separation enables calibrated rather than overconfident inference from preliminary findings. The framework's four levels comprise a Cue Vocabulary of 6,434 indicators classified as observable/instrumental; State Clusters linking 2,010 states to indicative cues; State Profiles with multimodal behavioral signatures and actionable specifications; and Discriminative Analysis distinguishing 1,215 confusable state pairs. We identify 480 actionable R1-R4 relationships (three or more independent papers), the replicated core of six decades of research, covering 35.5% of mappings across 47 key learning states and 111 distinct indicators. The remaining 91.5% (9,653 single-paper findings) form exploratory hypotheses for replication. The framework gives researchers an empirical foundation for identifying gaps, practitioners evidence-based tools for state inference, and technologists validated features for multimodal detection.

cs.AI↗