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21st Century Computing Curricula Richard J. LeBlanc, Jr. Professor, College of Computing Georgia Institute of Tech nology Atlanta, Georgia, USA rich@cc.gatech.edu CC2001 Project Joint Task Force on Computing Curricula 2001 (CC2001) established in late 1998

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21st century computing curricula

21st Century Computing Curricula

Richard J. LeBlanc, Jr.

Professor, College of Computing

Georgia Institute

of Technology

Atlanta, Georgia, USA

rich@cc.gatech.edu

21st Century Computing Curricula

cc2001 project
CC2001 Project
  • Joint Task Force on Computing Curricula 2001 (CC2001) established in late 1998
  • Created by Computer Society of the Institute for Electrical and Electronic Engineers (IEEE-CS) and the Association for Machinery (ACM)
  • Charter: to undertake a major review of curriculum guidelines for undergraduate programs in computing.

21st Century Computing Curricula

a new approach
A New Approach
  • Curriculum 1991 included Computer Science and Computer Engineering curricula recommendations in a single document.
  • The CC2001 Task Force recognized a need to address multiple disciples and draw on broader expertise.

21st Century Computing Curricula

multiple volumes
Multiple Volumes
  • Discipline-specific committees have completed or are producing volumes in:
    • Computer Science
    • Information Systems
    • Software Engineering
    • Computer Engineering
    • Information Technology

21st Century Computing Curricula

slide5

Overview

Joint Task Force on

Computing Curricula

ACM

IEEE Computer Society

Other societies ??

Information Technology

Software Engineering

Information Systems

Computer Science

Computing Curriculum -

Software Engineering

Steering Committee

ACM

IEEE Computer Society

Several other societies

Computing Curriculum -

Information Technology

Steering Committee

ACM

IEEE Computer Society

Computing Curriculum 2001

Steering Committee

ACM

IEEE Computer Society

Computing Curricula 2001 Structure

ACM

Association for Information Systems (AIS)

Association of Information

Technology Professionals

(AITP)

IEEE Computer Society

Computer Engineering

Computing Curriculum -

Computer Engineering

Steering Committee

ACM

IEEE Computer Society

21st Century Computing Curricula

why are there so many
Why are there so many?
  • Computing (as a broad discipline) is now subdivided into a variety of degree programs in various countries
  • Factors in the division include
    • Science or Engineering orientation
    • Degree of hardware emphasis
    • Degree of applications emphasis
  • Names on volumes commonly used in USA as degree program names

21st Century Computing Curricula

common elements of volumes
Common Elements of Volumes
  • Identify a body of knowledge
  • Define “core” knowledge
  • Describe courses and common structures to create degree programs
  • Specify the intended results as outcomes or characteristics of graduates

21st Century Computing Curricula

computer science
Computer Science
  • Sponsors
    • ACM
    • IEEE Computer Society
  • Audience
    • Broad group of programs that focus on science and technology of computing

21st Century Computing Curricula

computer science distinguishing characteristics
Computer ScienceDistinguishing characteristics
  • Approach to defining core knowledge
  • Definition of curriculum alternatives through “curriculum strategies”
  • Greater emphasis on professional practice than in previous curriculum recommendations
  • Outcomes defined at minimal and modal levels

21st Century Computing Curricula

cs implementation strategies
CS Implementation Strategies

21st Century Computing Curricula

topic based approach
Topic-Based Approach

CS210T. Algorithm Design and Analysis

CS220T. Computer Architecture

CS225T. Operating Systems

CS230T. Net-centric Computing

CS260T. Artificial Intelligence

CS270T. Databases

CS280T. Social and Professional Issues

CS290T. Software Development

CS490. Capstone Project

21st Century Computing Curricula

compressed approach
Compressed Approach

CS210C. Algorithm Design and Analysis

CS220C. Computer Architecture

CS226C. Operating Systems and Networking

CS262C. Information and Knowledge Management

CS292C. Software Development and Professional Practice

21st Century Computing Curricula

systems based approach
Systems-Based Approach

CS120. Introduction to Computer Organization

CS210S. Algorithm Design and Analysis

CS220S. Computer Architecture

CS226S. Operating Systems and Networking

CS240S. Programming Language Translation

CS255S. Computer Graphics

CS260S. Artificial Intelligence

CS271S. Information Management

CS291S. Software Development and Systems Programming

CS490. Capstone Project

21st Century Computing Curricula

web based approach
Web-Based Approach

CS130. Introduction to the World-Wide Web

CS210W. Algorithm Design and Analysis

CS221W. Architecture and Operating Systems

CS222W. Architectures for Networking and Communication

CS230W. Net-centric Computing

CS250W. Human-Computer Interaction

21st Century Computing Curricula

net centric computing
Net-centric Computing

Introduces 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

21st Century Computing Curricula

information systems
Information Systems
  • Sponsors

ACM

Association for Information Systems (AIS)

Association of Information Technology Professionals (AITP)

IEEE Computer Society (endorsement)

  • Audience
    • Programs that focus on the management of information within the context of an organization

21st Century Computing Curricula

information systems distinguishing characteristics
Information SystemsDistinguishing characteristics
  • Curriculum begins with organizational perspective rather than a technology focus
  • Defines a single set of courses
  • Strongest participation by a practice-oriented processional organization
  • Detailed statement of expected outcomes

21st Century Computing Curricula

is recommended courses
IS Recommended Courses

21st Century Computing Curricula

software engineering
Software Engineering
  • Sponsors
    • ACM
    • IEEE Computer Society
    • British Computer Society
    • Information Processing Society of Japan
    • Australian Computer Society
  • Audience
    • Programs with an engineering emphasis on building software to solve customer needs

21st Century Computing Curricula

software engineering distinguishing characteristics
Software EngineeringDistinguishing characteristics
  • Breadth of international participation
  • Development of Software Engineering Education Knowledge (SEEK) starting from SWEBOK
  • Specific attempt to address multiple curriculum structures required by diverse systems of education

21st Century Computing Curricula

se outcomes
SE Outcomes

Graduates of an undergraduate SE program must be able to:

1. Show mastery of the necessary body of knowledge and skills to begin practice as a software engineer.

2. Work as an individual and as part of a team to develop and deliver executable artifacts.

3. Reconcile conflicting objectives, finding acceptable compromises within limitations of cost, time, knowledge, existing systems, and organizations.

4. Design appropriate solutions in one or more application domains using engineering approaches that integrate ethical, social, legal, and economic concerns.

5. Demonstrate an understanding of and apply current theories, models, and techniques that provide a basis for problem identification and analysis, software design, development, implementation and verification.

6. Negotiate, work effectively, provide leadership where necessary, and communicate well with stakeholders in a typical software development environment.

7. Learn new models, techniques, and technologies as they emerge and appreciate the necessity of such continuing professional development.

21st Century Computing Curricula

seek knowledge areas
SEEK Knowledge Areas

Computing Essentials (172)

Mathematical & Engineering Fundamentals (89)

Professional Practice (35)

Software Modeling & Analysis (53)

Software Design (45)

Software Verification & Validation (42)

Software Evolution (10)

Software Process (13)

Software Quality (16)

Software Management (19)

21st Century Computing Curricula

sample se curriculum patterns
Sample SE Curriculum Patterns

Recommended General Structure

Implemented in a CS Department in North America

21st Century Computing Curricula

computer engineering
Computer Engineering
  • Sponsors
    • ACM
    • IEEE Computer Society
  • Audience
    • Programs with an engineering emphasis on building hardware and software systems
  • Distinguishing characteristics
    • Greatest emphasis on hardware among the curricula

21st Century Computing Curricula

information technology
Information Technology
  • Sponsors
    • Newly formed ACM SIGITE (Information Technology Education)
  • Audience
    • Programs with an emphasis on application of computing technology in a variety of contexts
  • Distinguishing characteristics
    • Still in early stages of development

21st Century Computing Curricula

what is the significance of these recommendations
What Is the Significance of these Recommendations?
  • They provide an up-to-date view of our discipline.
  • They represent the collected wisdom of many Computing educators.
  • When they are broadly accepted, their structure will provide a basis for textbooks and other educational materials.

21st Century Computing Curricula

how can any department use so much advice
How Can Any DepartmentUse So Much Advice?

The collection of Computing Curricula volumes will offer many

  • Courses
  • Curriculum structures
  • Implementation strategies
  • Program Names

This is a long way from the simplicity of Curriculum ‘78!

21st Century Computing Curricula

consider the role and objectives of your program
Consider the Role and Objectives of Your Program

All of the Computing Curricula volumes describe programs intended to produce certain kinds of graduates

  • What are the characteristics of your university and its students?
  • What kinds of jobs are available to your graduates?
  • Is your department more oriented toward science, engineering or applications

21st Century Computing Curricula

resource requirements are a factor
Resource Requirements Are a Factor
  • Faculty expertise is crucial, but can change with time
  • Resources -- labs and other space impact what is possible
  • “Culture” may even be a resource -- for example, doing software engineering well requires group work and interaction with customers other than your faculty. Would this violate the expectations of both students and faculty?

21st Century Computing Curricula

your program is unique
Your Program is Unique
  • It is defined by a combination of objectives, resources and opportunities -- do you ever talk about these things?
  • Building your program out of custom components (courses) is costly -- books and on-line materials will be available based on Computing Curricula structures and courses
  • Try to find pieces of the curricula that fit your context and objectives

21st Century Computing Curricula

url for computing curriculum volumes
URL for Computing Curriculum Volumes

Links to all of the volumes:

http://www.acm.org/education/curricula.html

21st Century Computing Curricula