Trying to categorize computing as engineering, science, or math is fruitless; we have our own paradigm.

Cmputing rightfully comes up in many discussions of university organization and curricula, high school courses, job qualifications, research funding, innovation, public policy, and the future of education. In repeated attempts to characterize our field in these discussions, our leaders continue to encounter sometimes contentious debate over whether computing is a field of engineering or science. Because it leaves others with a sense that we lack a clear focus, that debate negatively influences policies involving computing.
There seems to be agreement that computing exemplifies engineering and science, and that neither engineering nor science characterizes computing. What then does characterize computing? In this column, we will discuss computing’s unique paradigm and offer it as a way to leave the debilitating debate behind.