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21st Century Computing Curricula. Richard J. LeBlanc, Jr. Professor, College of Computing Georgia Institute of Tech nology Atlanta, Georgia, USA [email protected]. CC2001 Project . Joint Task Force on Computing Curricula 2001 (CC2001) established in late 1998 - PowerPoint PPT Presentation
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4 August 2003 21st Century Computing Curricula 1
21st Century 21st Century Computing Computing CurriculaCurriculaRichard J. LeBlanc, Jr.Richard J. LeBlanc, Jr.
Professor, College of ComputingProfessor, College of ComputingGeorgiaGeorgia Institute Institute
of of TechTechnologynologyAtlanta, Georgia, USAAtlanta, Georgia, USA
[email protected]@cc.gatech.edu
4 August 2003 21st Century Computing Curricula 2
CC2001 Project CC2001 Project Joint Task Force on Computing Curricula Joint Task Force on Computing Curricula
2001 (CC2001) established in late 19982001 (CC2001) established in late 1998 Created by Computer Society of the Institute Created by Computer Society of the Institute
for Electrical and Electronic Engineers for Electrical and Electronic Engineers (IEEE-CS) and the Association for Machinery (IEEE-CS) and the Association for Machinery (ACM) (ACM)
Charter: to undertake a major review of Charter: to undertake a major review of curriculum guidelines for undergraduate curriculum guidelines for undergraduate programs in computing.programs in computing.
4 August 2003 21st Century Computing Curricula 3
A New ApproachA New Approach Curriculum 1991 included Computer Curriculum 1991 included Computer
Science and Computer Engineering Science and Computer Engineering curricula recommendations in a curricula recommendations in a single document.single document.
The CC2001 Task Force recognized The CC2001 Task Force recognized a need to address multiple disciples a need to address multiple disciples and draw on broader expertise.and draw on broader expertise.
4 August 2003 21st Century Computing Curricula 4
Multiple VolumesMultiple Volumes Discipline-specific committees have Discipline-specific committees have
completed or are producing volumes completed or are producing volumes in:in: Computer ScienceComputer Science Information SystemsInformation Systems Software EngineeringSoftware Engineering Computer EngineeringComputer Engineering Information TechnologyInformation Technology
4 August 2003 21st Century Computing Curricula 5
Overview
Joint Task Force onComputing Curricula
ACMIEEE Computer Society
Other societies ??
Computing Curriculum 2001Steering Committee
ACMIEEE Computer Society
Computer Science
Computer Engineering
Computing Curriculum -Computer Engineering
Steering Committee
ACMIEEE Computer Society
Software Engineering
Computing Curriculum -Software EngineeringSteering Committee
ACMIEEE Computer SocietySeveral other societies
Information Systems
ACMAssociation for Information
Systems (AIS)Association of InformationTechnology Professionals
(AITP)IEEE Computer Society
Computing Curricula 2001 Structure
Information Technology
Computing Curriculum -Information Technology
Steering Committee
ACMIEEE Computer Society
4 August 2003 21st Century Computing Curricula 6
Why are there so many?Why are there so many? Computing (as a broad discipline) is Computing (as a broad discipline) is
now subdivided into a variety of now subdivided into a variety of degree programs in various degree programs in various countriescountries
Factors in the division include Factors in the division include Science or Engineering orientationScience or Engineering orientation Degree of hardware emphasisDegree of hardware emphasis Degree of applications emphasisDegree of applications emphasis
Names on volumes commonly used Names on volumes commonly used in USA as degree program namesin USA as degree program names
4 August 2003 21st Century Computing Curricula 7
Common Elements of Common Elements of VolumesVolumes
Identify a body of knowledgeIdentify a body of knowledge Define “core” knowledgeDefine “core” knowledge Describe courses and common Describe courses and common
structures to create degree programsstructures to create degree programs Specify the intended results as Specify the intended results as
outcomesoutcomes or or characteristics of characteristics of graduatesgraduates
4 August 2003 21st Century Computing Curricula 8
Computer ScienceComputer Science SponsorsSponsors
ACMACM IEEE Computer SocietyIEEE Computer Society
AudienceAudience Broad group of programs that focus on Broad group of programs that focus on
science and technology of computingscience and technology of computing
4 August 2003 21st Century Computing Curricula 9
Computer ScienceComputer ScienceDistinguishing characteristicsDistinguishing characteristics
Approach to defining core knowledgeApproach to defining core knowledge
Definition of curriculum alternatives through Definition of curriculum alternatives through “curriculum strategies”“curriculum strategies”
Greater emphasis on professional practice Greater emphasis on professional practice than in previous curriculum recommendationsthan in previous curriculum recommendations
Outcomes defined at minimal and modal Outcomes defined at minimal and modal levelslevels
4 August 2003 21st Century Computing Curricula 10
CS Implementation CS Implementation StrategiesStrategies
4 August 2003 21st Century Computing Curricula 11
Topic-Based ApproachTopic-Based ApproachCS210T. Algorithm Design and AnalysisCS220T. Computer ArchitectureCS225T. Operating SystemsCS230T. Net-centric ComputingCS260T. Artificial IntelligenceCS270T. DatabasesCS280T. Social and Professional IssuesCS290T. Software DevelopmentCS490. Capstone Project
4 August 2003 21st Century Computing Curricula 12
Compressed ApproachCompressed Approach
CS210C. Algorithm Design and AnalysisCS220C. Computer ArchitectureCS226C. Operating Systems and NetworkingCS262C. Information and Knowledge ManagementCS292C. Software Development and Professional Practice
4 August 2003 21st Century Computing Curricula 13
Systems-Based ApproachSystems-Based ApproachCS120. Introduction to Computer OrganizationCS210S. Algorithm Design and AnalysisCS220S. Computer ArchitectureCS226S. Operating Systems and NetworkingCS240S. Programming Language TranslationCS255S. Computer GraphicsCS260S. Artificial IntelligenceCS271S. Information ManagementCS291S. Software Development and Systems ProgrammingCS490. Capstone Project
4 August 2003 21st Century Computing Curricula 14
Web-Based ApproachWeb-Based Approach
CS130. Introduction to the World-Wide WebCS210W. Algorithm Design and AnalysisCS221W. Architecture and Operating SystemsCS222W. Architectures for Networking and CommunicationCS230W. Net-centric ComputingCS250W. Human-Computer Interaction
4 August 2003 21st Century Computing Curricula 15
Net-centric ComputingNet-centric ComputingIntroduces the structure, implementation, and theoretical
underpinnings of computer networking and the applications that have been enabled by that technology.
Topics: Communication and networking The web as an example of client-server computing Building web applications Network management Compression and decompression Multimedia data technologies Wireless and mobile computing
4 August 2003 21st Century Computing Curricula 16
Information SystemsInformation Systems SponsorsSponsors
ACMAssociation for Information Systems (AIS)Association of Information Technology Professionals
(AITP)IEEE Computer Society (endorsement)
AudienceAudience Programs that focus on the management of Programs that focus on the management of
information within the context of an information within the context of an organizationorganization
4 August 2003 21st Century Computing Curricula 17
Information SystemsInformation SystemsDistinguishing characteristicsDistinguishing characteristics
Curriculum begins with organizational Curriculum begins with organizational perspective rather than a technology perspective rather than a technology focusfocus
Defines a single set of coursesDefines a single set of courses Strongest participation by a practice-Strongest participation by a practice-
oriented processional organizationoriented processional organization Detailed statement of expected outcomesDetailed statement of expected outcomes
4 August 2003 21st Century Computing Curricula 18
IS Recommended IS Recommended CoursesCourses
4 August 2003 21st Century Computing Curricula 19
Software EngineeringSoftware Engineering SponsorsSponsors
ACMACM IEEE Computer SocietyIEEE Computer Society British Computer SocietyBritish Computer Society Information Processing Society of JapanInformation Processing Society of Japan Australian Computer SocietyAustralian Computer Society
AudienceAudience Programs with an Programs with an engineering emphasisengineering emphasis on on
building software to solve customer needsbuilding software to solve customer needs
4 August 2003 21st Century Computing Curricula 20
Software EngineeringSoftware EngineeringDistinguishing characteristicsDistinguishing characteristics
Breadth of international participationBreadth of international participation
Development of Software Engineering Development of Software Engineering Education Knowledge (SEEK) starting from Education Knowledge (SEEK) starting from SWEBOKSWEBOK
Specific attempt to address multiple Specific attempt to address multiple curriculum structures required by diverse curriculum structures required by diverse systems of educationsystems of education
4 August 2003 21st Century Computing Curricula 21
SE OutcomesSE OutcomesGraduates of an undergraduate SE program must be able to:Graduates of an undergraduate SE program must be able to:
1.1. Show mastery of the necessary body of knowledge and skills to begin Show mastery of the necessary body of knowledge and skills to begin practice as a software engineer.practice as a software engineer.
2.2. Work as an individual and as part of a team to develop and deliver Work as an individual and as part of a team to develop and deliver executable artifacts.executable artifacts.
3.3. Reconcile conflicting objectives, finding acceptable compromises within Reconcile conflicting objectives, finding acceptable compromises within limitations of cost, time, knowledge, existing systems, and organizations.limitations of cost, time, knowledge, existing systems, and organizations.
4.4. Design appropriate solutions in one or more application domains using Design appropriate solutions in one or more application domains using engineering approaches that integrate ethical, social, legal, and engineering approaches that integrate ethical, social, legal, and economic concerns.economic concerns.
5.5. Demonstrate an understanding of and apply current theories, models, Demonstrate an understanding of and apply current theories, models, and techniques that provide a basis for problem identification and and techniques that provide a basis for problem identification and analysis, software design, development, implementation and verification.analysis, software design, development, implementation and verification.
6.6. Negotiate, work effectively, provide leadership where necessary, and Negotiate, work effectively, provide leadership where necessary, and communicate well with stakeholders in a typical software development communicate well with stakeholders in a typical software development environment.environment.
7.7. Learn new models, techniques, and technologies as they emerge and Learn new models, techniques, and technologies as they emerge and appreciate the necessity of such continuing professional development.appreciate the necessity of such continuing professional development.
4 August 2003 21st Century Computing Curricula 22
SEEK Knowledge AreasSEEK Knowledge AreasComputing Essentials (172)Computing Essentials (172)Mathematical & Engineering Fundamentals (89)Mathematical & Engineering Fundamentals (89)Professional Practice (35)Professional Practice (35)Software Modeling & Analysis (53)Software Modeling & Analysis (53)Software Design (45)Software Design (45)Software Verification & Validation (42)Software Verification & Validation (42)Software Evolution (10)Software Evolution (10)Software Process (13)Software Process (13)Software Quality (16)Software Quality (16)Software Management (19)Software Management (19)
4 August 2003 21st Century Computing Curricula 23
Year1 Year 2 Year 3 Year 4 Sem 1A Sem 1B Sem 2A Sem 2B Sem 3A Sem 3B Sem 4A Sem 4BCS101 CS102 CS103 CS220-arc CS226-os-nt CS270T-db SE400-cap SE400-capCS105-ds1 CS106-ds2 Calc 1 Calc 2 MA271-sta SE D SE F Tech electiveNT181-com Linear Alg SE201-int SE A SE C SE E Tech elective Tech electivePhysics Any science NT271-eco SE212-hci NT291-eth Tech elective Tech elective Tech electiveGen ed Gen ed Gen ed Gen ed Gen ed Gen ed Gen ed
Sample SE Curriculum Sample SE Curriculum PatternsPatterns
Year1 Year 2 Year 3 Year 4
Sem 1A Sem 1B Sem 2A Sem 2B Sem 3A Sem 3B Sem 4A Sem 4BIntro computing sequence CS CS CS SE400-cap SE400-capCS105-ds1 CS106-ds2 Calc 1 Calc 2 MA271-sta SE Tech elective
NT SE200/201 SE SE SE Tech elective Tech elective
NT SE NT Tech elective
Recommended General Structure
Implemented in a CS Department in North America
4 August 2003 21st Century Computing Curricula 24
Computer EngineeringComputer Engineering SponsorsSponsors
ACMACM IEEE Computer SocietyIEEE Computer Society
AudienceAudience Programs with an Programs with an engineering emphasisengineering emphasis on on
building hardware and software systemsbuilding hardware and software systems Distinguishing characteristicsDistinguishing characteristics
Greatest emphasis on hardware among the Greatest emphasis on hardware among the curriculacurricula
4 August 2003 21st Century Computing Curricula 25
Information TechnologyInformation Technology SponsorsSponsors
Newly formed ACM SIGITE (Information Newly formed ACM SIGITE (Information Technology Education)Technology Education)
AudienceAudience Programs with an emphasis on application Programs with an emphasis on application
of computing technology in a variety of of computing technology in a variety of contextscontexts
Distinguishing characteristicsDistinguishing characteristics Still in early stages of developmentStill in early stages of development
4 August 2003 21st Century Computing Curricula 26
What Is the What Is the Significance of Significance of
these these Recommendations?Recommendations? They provide an up-to-date view of our They provide an up-to-date view of our
discipline.discipline. They represent the collected wisdom of They represent the collected wisdom of
many Computing educators.many Computing educators. When they are broadly accepted, their When they are broadly accepted, their
structure will provide a basis for structure will provide a basis for textbooks and other educational textbooks and other educational materials.materials.
4 August 2003 21st Century Computing Curricula 27
How Can Any How Can Any DepartmentDepartment
Use So Much Advice?Use So Much Advice?The collection of Computing Curricula The collection of Computing Curricula volumes will offer many volumes will offer many CoursesCourses Curriculum structuresCurriculum structures Implementation strategiesImplementation strategies Program NamesProgram Names
This is a long way from the simplicity This is a long way from the simplicity of Curriculum ‘78!of Curriculum ‘78!
4 August 2003 21st Century Computing Curricula 28
Consider the Role and Consider the Role and Objectives of Your Objectives of Your
ProgramProgramAll of the Computing Curricula volumes All of the Computing Curricula volumes
describe programs intended to produce describe programs intended to produce certain kinds of graduatescertain kinds of graduates
What are the characteristics of your What are the characteristics of your university and its students?university and its students?
What kinds of jobs are available to your What kinds of jobs are available to your graduates?graduates?
Is your department more oriented toward Is your department more oriented toward science, engineering or applicationsscience, engineering or applications
4 August 2003 21st Century Computing Curricula 29
Resource Requirements Resource Requirements Are a FactorAre a Factor
Faculty expertise is crucial, but can change Faculty expertise is crucial, but can change with timewith time
Resources -- labs and other space impact Resources -- labs and other space impact what is possiblewhat is possible
““Culture” may even be a resource -- for Culture” may even be a resource -- for example, doing software engineering well example, doing software engineering well requires group work and interaction with requires group work and interaction with customers other than your faculty. Would customers other than your faculty. Would this violate the expectations of both students this violate the expectations of both students and faculty? and faculty?
4 August 2003 21st Century Computing Curricula 30
Your Program is UniqueYour Program is Unique It is defined by a combination of objectives, It is defined by a combination of objectives,
resources and opportunities -- resources and opportunities -- do you ever do you ever talk about these thingstalk about these things??
Building your program out of custom Building your program out of custom components (courses) is costly -- books and components (courses) is costly -- books and on-line materials will be available based on on-line materials will be available based on Computing Curricula structures and coursesComputing Curricula structures and courses
Try to find pieces of the curricula that fit Try to find pieces of the curricula that fit your context and objectivesyour context and objectives
4 August 2003 21st Century Computing Curricula 31
URL for Computing URL for Computing Curriculum VolumesCurriculum Volumes
Links to all of the volumes:Links to all of the volumes:http://www.acm.org/education/http://www.acm.org/education/
curricula.htmlcurricula.html