ACM Transactions on Computing Education

ACM Transactions on Computing Education
Title	ACM Transactions on Computing Education
Abbreviation	ACM Trans. Comput. Educ.
Discipline	Computer Association for Computing Machinery publications
Publisher	Association for Computing Machinery
History	2001–present
Frequency	Quarterly
Issn	1946-6226

ACM Transactions on Computing Education is a quarterly peer-reviewed journal published by the Association for Computing Machinery that focuses on research and innovation in computing instruction. The journal publishes empirical studies, design reports, and theoretical analyses that address learning, pedagogy, curriculum, and assessment in computing-related settings. Authors include academics and practitioners affiliated with institutions such as Massachusetts Institute of Technology, Stanford University, Carnegie Mellon University, University of Cambridge, and University of California, Berkeley.

History

ACM Transactions on Computing Education was established in 2001 following discussions at meetings of the Association for Computing Machinery and the Special Interest Group on Computer Science Education about consolidating computing pedagogy scholarship. Early editorial leadership drew on scholars connected to Georgia Institute of Technology, University of Washington, and University of Toronto; founding volumes appeared alongside conferences like the SIGCSE Technical Symposium and special issues tied to symposia at SIGCSE and the International Computing Education Research Conference. The journal’s timeline intersects with curricular milestones such as revisions at ACM Curriculum Committee reports and initiatives from institutions including Harvard University, Princeton University, and University of Illinois at Urbana-Champaign.

Scope and Topics

The journal covers topics ranging from introductory programming to advanced computing topics, including curriculum design at Massachusetts Institute of Technology, assessment methods trialed at University of Cambridge, educational technologies developed at Stanford University, and learning analytics research from Carnegie Mellon University. Typical subjects include pedagogical strategies influenced by work at University of Oxford, course design aligned with recommendations from ACM Curriculum Committee, studies on student retention similar to programs at Georgia Institute of Technology, and diversity and inclusion efforts reflected in initiatives at University of Michigan, University of Texas at Austin, and University of California, Los Angeles. The journal also publishes research on tools and platforms developed in collaboration with organizations such as Google, Microsoft Research, IBM Research, Intel, and ventures from Coursera and edX.

Editorial Structure and Peer Review

The editorial board is organized under an editor-in-chief supported by associate editors and an international editorial advisory board with members from University of Cambridge, Imperial College London, ETH Zurich, University of Edinburgh, National University of Singapore, and Tsinghua University. Submission workflows mirror standards used by IEEE Transactions on Education and other major journals, employing double-blind or single-blind peer review managed through manuscript systems used by Association for Computing Machinery journals. Peer reviewers typically include researchers affiliated with Carnegie Mellon University, Princeton University, University of Washington, University of Toronto, and disciplinary experts from conferences like SIGCSE Technical Symposium and International Computing Education Research Conference.

Publication and Access Model

The journal is published by the Association for Computing Machinery on a quarterly schedule, with options for subscription access and individual article purchase consistent with ACM’s publication policies. Over time ACM has adopted open access pathways similar to policies promoted by Wellcome Trust, European Research Council, and institutional repositories at Harvard University and University of California. Special issues have been guest-edited in collaboration with societies such as IEEE Education Society and events including the SIGCSE Technical Symposium and the International Computing Education Research Conference.

Abstracting and Indexing

ACM Transactions on Computing Education is indexed in major bibliographic services and citation databases used across computing and education scholarship, including databases maintained by Clarivate Analytics, Scopus (Elsevier), and services curated by Association for Computing Machinery. Its metadata appears in library catalogs of institutions like Library of Congress, British Library, Bibliothèque nationale de France, and university libraries including Yale University, Columbia University, and University of Chicago.

Impact and Reception

The journal is cited in curriculum reports and influenced pedagogy adopted at institutions such as Massachusetts Institute of Technology, Carnegie Mellon University, Stanford University, and University of Cambridge. Impact metrics reported by citation services associated with Clarivate Analytics and Scopus (Elsevier) indicate the journal contributes to discourse in computing pedagogy, often cited alongside proceedings from SIGCSE Technical Symposium, International Computing Education Research Conference, and monographs from academic presses like MIT Press and Cambridge University Press. Reviews and commentaries in newsletters of the Association for Computing Machinery and positions from bodies like the ACM Curriculum Committee have acknowledged the journal’s role in shaping practice and research agendas.

Category:Computer science journals Category:Association for Computing Machinery publications