21st Century Computing Curricula

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


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 Created by Computer Society of the Institute for Electrical and Electronic Institute for Electrical and Electronic Engineers (IEEE-CS) and the Association Engineers (IEEE-CS) and the Association for Machinery (ACM) for Machinery (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.


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.


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


Overview

Joint Task Force onComputing Curricula

ACMIEEE Computer Society

Other societies ??

Computing Curriculum 2001Steering Committee


Computer Science

Computer Engineering

Computing Curriculum -Computer Engineering

Steering Committee


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



Why are there so many?Why are there so many? Computing (as a broad discipline) Computing (as a broad discipline)

is now subdivided into a variety of is 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


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


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


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 than Greater emphasis on professional practice than in previous curriculum recommendationsin previous curriculum recommendations

Outcomes defined at minimal and modal levelsOutcomes defined at minimal and modal levels


CS Implementation CS Implementation StrategiesStrategies


Topic-Based ApproachTopic-Based Approach

CS210T. Algorithm Design and AnalysisCS220T. Computer ArchitectureCS225T. Operating SystemsCS230T. Net-centric ComputingCS260T. Artificial IntelligenceCS270T. DatabasesCS280T. Social and Professional IssuesCS290T. Software DevelopmentCS490. Capstone Project


Compressed ApproachCompressed Approach

CS210C. Algorithm Design and AnalysisCS220C. Computer ArchitectureCS226C. Operating Systems and NetworkingCS262C. Information and Knowledge ManagementCS292C. Software Development and Professional Practice


Systems-Based ApproachSystems-Based Approach

CS120. 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


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


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


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


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


IS Recommended IS Recommended CoursesCourses


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 building software to solve customer on building software to solve customer needsneeds


Software EngineeringSoftware EngineeringDistinguishing characteristicsDistinguishing characteristics

Breadth of international participationBreadth of international participation

Development of Software Engineering Development of Software Engineering Education Knowledge (SEEK) starting Education Knowledge (SEEK) starting from SWEBOKfrom SWEBOK

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


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.


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)


Year1 Year 2 Year 3 Year 4

Sem 1A Sem 1B Sem 2A Sem 2B Sem 3A Sem 3B Sem 4A Sem 4B

CS101 CS102 CS103 CS220-arc CS226-os-nt CS270T-db SE400-cap SE400-cap

CS105-ds1 CS106-ds2 Calc 1 Calc 2 MA271-sta SE D SE F Tech elective

NT181-com Linear Alg SE201-int SE A SE C SE E Tech elective Tech elective

Physics Any science NT271-eco SE212-hci NT291-eth Tech elective Tech elective Tech elective

Gen 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 4B

Intro computing sequence CS CS CS SE400-cap SE400-cap

CS105-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


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


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


What Is the What Is the Significance of Significance of

these these Recommendations?Recommendations? They provide an up-to-date view of They provide an up-to-date view of

our discipline.our discipline.

They represent the collected wisdom They represent the collected wisdom of many Computing educators.of many Computing educators.

When they are broadly accepted, When they are broadly accepted, their structure will provide a basis for their structure will provide a basis for textbooks and other educational textbooks and other educational materials.materials.


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!


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


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 this violate the expectations of both students and faculty? students and faculty?


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 Computing Curricula structures and coursescourses

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


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

Documents

21st Century Computing Curricula