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Computing Curriculum 2001 (CC 2001) Adapted from presentations by the ACM / IEEE-CS Curriculum 2001 Task Force
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Computing Curriculum 2001 (CC 2001)

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Computing Curriculum 2001 (CC 2001). Adapted from presentations by the ACM / IEEE-CS Curriculum 2001 Task Force. Curricula 2001 Computing Charter. - PowerPoint PPT Presentation
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Page 1: Computing Curriculum 2001 (CC 2001)

Computing Curriculum 2001(CC 2001)

Adapted from presentations by the

ACM / IEEE-CS Curriculum 2001 Task Force

Page 2: Computing Curriculum 2001 (CC 2001)

Curricula 2001 Computing

Charter

To review the Joint ACM and IEEE/CS Computing Curricula 1991 and develop a revised and enhanced version for the year 2001 that will match the latest developments of computing technologies in the past

decade and endure through the next decade.

Target date for final draft: Fall 2001

  http://www.computer.org/education/cc200

1

Page 3: Computing Curriculum 2001 (CC 2001)

Curriculum 2001 Steering Committee

ACM IEEE Computer Society

Education Board Chair: VP for Education:Peter Denning Carl Chang

Task Force Co-Chairs: Task Force Co-Chairs:Eric Roberts (Editor) James CrossRussell Shackelford Gerald Engel (Editor)

Steering Committee Members: Steering Committee Members:Richard Austin Doris CarverFay Cover Dick EckhouseAndrew McGettrick Willis King Michael Schneider Francis Lau Ursula Wolz Robert SloanGordon Davies Pradip Srimani

Page 4: Computing Curriculum 2001 (CC 2001)

• 1967: COSINE Report (Commission on Eng. Education)

• 1968: Curriculum 68 (ACM)

• 1977: Model Curriculum for Computer Science and Engineering (IEEE-CS)

• 1978: Curriculum 78 (ACM)

• 1983: Model Program in Computer Science and Engineering (IEEE-CS)

• 1991: Computing Curricula 1991 (ACM and IEEE-CS)

• 2001: Computing Curricula 2001 (ACM and IEEE-CS)

History ofComputing Curricula

Page 5: Computing Curriculum 2001 (CC 2001)

Nine Subject Areas:

1. Algorithms and Data Structures 2. Architecture 3. Artificial Intelligence & Robotics 4. Database & Information Retrieval 5. Human-Computer Interaction 6. Numerical & Symbolic Computation 7. Operating Systems 8. Programming Languages 9. Software Methodology & Engineering

Three Processes: Theory, Abstraction and Design

Sample Curricula: Twelve versions in an Appendix

Curriculum ‘91

Page 6: Computing Curriculum 2001 (CC 2001)

Curriculum 2001Outline of Work

1. Expand and update the set of knowledge units to reflect the greater breadth of modern computer science.

2. Identify a subset of the knowledge units—smaller than the core in Curriculum ’78 or ’91—as the essential core.

3. Define detailed descriptions for sets of courses that cover the essential core knowledge units.

4. Enumerate a larger set of courses beyond the core to form the basis for complete curricula.

5. Develop creative strategies to support computing education.

Page 7: Computing Curriculum 2001 (CC 2001)

• Completed a survey and evaluation of the impact of CC’91

Curricula 2001Accomplishments

• Assessed the major changes in the discipline

• Articulated a set of principles to guide our work

• Developed an organizational structure and strategy

• Established knowledge area focus groups (KFGs)

• Created pedagogy focus groups (PFGs) to attack broad issues

• Reviewed the reports of those working groups

• Drafted a body of knowledge for computer science

• Proposed a set of core topics for undergraduates in CS

• Conducted a working session for KFG chairs and the PFGs

• Compiled a preliminary set of course syllabi• Refined objectives and syllabi (TYC focus)

Page 8: Computing Curriculum 2001 (CC 2001)

Curricula 2001Structure

The Problem:

• Computing is more than only Computer Science

• Computing has grown to be a family of disciplines

• How to design curricula adequate for that family?

• Computer scientists cannot design for everyone…

for several reasons (practical, substantive and political).

The Solution:

• CC2001 is an umbrella under which the various computer-related disciplines are uniting…

Page 9: Computing Curriculum 2001 (CC 2001)

Curricula 2001Structure

• The Computer Science volume to be published in 2001.

• Volumes for other major computing-related disciplines are underway, with publication expected throughout 2002:

• Other computing-related disciplines may join later.

• Computer Engineering

• Software Engineering

• Information Systems

Page 10: Computing Curriculum 2001 (CC 2001)

Computing Curricula 2001

Volume I Overview

The Joint Task Force

on Computing Curricula

IEEE Computer Society Association for Computing Machinery

The overview document is common to all computing disciplines and describes the general principles that underlie the specific disciplinary reports.

The reports on the Computer Science and Computer Engineering will be published by the CC2001 Task Force itself as part of its overall charter.

These reports—perhaps with additional volumes for other disciplines—will be prepared in consultation with existing curriculum committees in these areas. In many cases, these committees have already published curriculum guidelines that can easily be incorporated into the CC2001 structure.

Note: This diagram represents our vision of the eventual structure of the CC2001 report. No official organizational endorsements have yet been obtained.

Computing Curricula 2001

Volume II Computer Science

The Joint Task Force

on Computing Curricula

IEEE Computer Society Association for Computing Machinery

Computing Curricula 2001

Volume III Computer Engineering

The Joint Task Force

on Computing Curricula

IEEE Computer Society Association for Computing Machinery

Computing Curricula 2001

Volume IV Software Engineering

The Joint Task Force on

Software Engineering Education Project

(SWEEP)

Computing Curricula 2001

Volume V Information Systems

Association for Computing Machinery

IEEE Computer Society Association for Information Systems

Overall Structure

Page 11: Computing Curriculum 2001 (CC 2001)

Curricula 2001Structure

Overview of Computing

Curricula 2001

Computer ScienceVolume

Computer Engineering

Volume

Software Engineering

Volume

InformationSystemsVolume

Page 12: Computing Curriculum 2001 (CC 2001)

Changing Conditions

Technological Changes

A larger body of knowledge:

•The World Wide Web and its applications •Networking technologies, particularly those based on TCP/IP •Graphics and multimedia •Embedded systems, Relational databases •Object-oriented programming, Interoperability•The use of sophisticated application programmer interfaces (APIs) •Human-computer interaction •Software safety, Security and cryptography•Application domains

Page 13: Computing Curriculum 2001 (CC 2001)

Changing Conditions

Cultural ChangesComputing is more important to society:

•Changes in pedagogy due to computing technology:Networking allows distance education and resource sharing. Demonstration software, computer projection, computer labs.

•Growth in computing around the world: Many, many more people have access to computers.

•Growing economic influence of computing: Attracts more students.Industry demands makes it harder to find and keep faculty.

•Acceptance of computing in the family of academic disciplines:Large enrollments, great demand.

•Broadening of the discipline:Several computing-related disciplines.

Page 14: Computing Curriculum 2001 (CC 2001)

Curricula 2001 Principles

1. Computing is a broad field that extends well beyond the boundaries of computer science..

2. Computer science draws its foundations from a wide variety of disciplines.

3. The rapid evolution of computer science requires an ongoing review of curriculum.

4. Development of a computer science curriculum must be sensitive to changes in technology, new developments in pedagogy, and the importance of lifelong learning.

5. CC2001 must go beyond knowledge units to offer significant guidance in terms of individual course design.

Page 15: Computing Curriculum 2001 (CC 2001)

Curricula 2001 Principles

11. CC2001 must include strategies and tactics for implementation along with high-level recommendations.

10. CC2001 must include professional practice as an integral component of the undergraduate curriculum.

9. The development of CC2001 must be broadly based.

8. CC2001 must strive to be international in scope.

7. The required body of knowledge (the core) must be made as small as possible.

6. CC2001 should identify the fundamental skills and knowledge that all computing students must possess.

Page 16: Computing Curriculum 2001 (CC 2001)

Curricula 2001Body of Knowledge

Questions:• How to update the Computer Science Body of Knowledge?

• How to improve on “knowledge unit” approach of CC’91?

• How to accommodate a larger Body of Knowledge while achieving a smaller required core?

The Approach:

• Cannot require all topics in the core.

• Use knowledge units to define Body of Knowledge but not to design courses.

• Have some working groups focus on specifying topics and other working groups integrate topics into courses.

Page 17: Computing Curriculum 2001 (CC 2001)

Curricula 2001 The Body of Knowledge

• One Knowledge Focus Group (KFG) per each of 14 Knowledge Areas

• Each KFG specified the topics for undergraduate study in their respective Knowledge Area.

• Each KFG made recommendations re: which of those topics (if any) should be included in the required core.

• The CC2001 Steering Committee considered these recommendations and defined the core.

• Criteria for inclusion in the core: an intersection model (not a union model) requiring consensus that a topic belonged.

Page 18: Computing Curriculum 2001 (CC 2001)

• A specification of topics to be required of all students in all Computer Science programs.

• Does not constitute a complete course of study.

• Must be supplemented by additional computing study that can/will vary by institutional mission, the areas of concentration an institution offers, and individual student choice.

• Must be small enough to permit: a. Flexibility for an institution to decide how to best serve its students and its community; b. Freedom for students and their advisors to have meaningful choices re: areas of concentration.

The CC2001 CoreTopics required of all students

Page 19: Computing Curriculum 2001 (CC 2001)

____________________________________________________________________________________________________________________________________________________________

0. DS: Discrete Structures (43) 7. GR: Graphics & Visualization (3)

1. PF: Programming Fundamentals (38) 8. IS: Intelligent Systems (10)

2. AL: Algorithms and Complexity (31) 9. IM: Information Management (10)

3. PL: Programming Languages (21) 10. NC: Net-Centric Computing (15)

4. AR: Architecture and Organization (36) 11. SE: Software Engineering (31)

5. OS: Operating Systems (18) 12. CN: Computational Science (0)

6. HC: Human Computer Interaction (8) 13. SP: Social & Professional (16)____________________________________________________________________________________________________________________________________________________________

TOTAL: 237 contact hours, plus DS. (6 US semester courses = ~240 hours)

The CC2001 Core

Criteria: A broad consensus that the topic is essential for all students in all undergraduate CS programs. Goal: Keep CS core to 240 contact hours or less.

Page 20: Computing Curriculum 2001 (CC 2001)

Points to Keep in Mind

• Hours indicate “lecture” hours, not credit hours - Hour estimates do not include preparation or study time

• Hours listed for units indicate the minimum time - You can always include more.

• Hours are not as important as learning objectives.

Page 21: Computing Curriculum 2001 (CC 2001)

1. Introductory Topics and Courses

2. Supporting Topics and Courses

3. The Core

4. Professional Practices

5. Advanced Study

6. Computing Across Curricula

Curricula 2001Implementation Options

• Six Pedagogy Focus Groups (PFGs) to design options.

• One PFG for each of six pedagogical areas:

Page 22: Computing Curriculum 2001 (CC 2001)

Curricula 2001Implementation Options

• Computer Science degree programs choose from:

• Six approaches to Introductory courses;

• Four approaches to organizing courses beyond the introductory material.

• CC2001 has pre-designed courses for each option.

• CC2001 has a range of advanced courses to fill out the remainder of the degree program.

• Gives publishers a compact range of options to support.

• Individual universities may still design their curriculum.

Page 23: Computing Curriculum 2001 (CC 2001)

CC 2001Curricular Options

Introductory

Transition

Intermediate

Advanced

ImperativeFirst

ObjectsFirst

BreadthFirst

HardwareFirst

FunctionalFirst

Specific material needed to match Introductory approaches to Intermediate options. ( Intended: at most one course and minor adjustments to topic coverage.)

Traditional Artifact-based Approach

Systems-based

Approach

Graphic/Web/HCI-based Approach

Additional courses as required

to complete the undergraduate program.

AlgorithmsFirst

Page 24: Computing Curriculum 2001 (CC 2001)

Characteristics of Graduates

Graduates of CS programs should possess:

• A system-level perspective Not just the implementation details

• Appreciation of the ties between theory and practice: how theory influences practice

• Familiarity with common themes Recognize them themes beyond the context in which they were introduced

• Significant project experience Forcing students to integrate material learned at different stages of the curriculum

Page 25: Computing Curriculum 2001 (CC 2001)

Abilities and Skills

Cognitive abilities and skills relating to CS:

• Knowledge and understanding of facts, concepts, principles, and theories re: CS and applications.

• Modeling and design of computer-based systems, demonstrating knowledge of design tradeoffs.

• Requirements: Analyze criteria and specifications for specific problems & plan strategies for their solution.

• Critical evaluation and testing: Determine extent to which a computer-based system meets use criteria

• Methods and tools: use theory, practices, tools for specification, design, implementation, and evaluation

Page 26: Computing Curriculum 2001 (CC 2001)

Abilities and Skills

Practical abilities and skills relating to CS:

• Specify, design, and implement computer-based systems.

• Evaluate systems for quality attributes and tradeoffs.

• Apply principles of information management.

• Apply principles of human-computer interaction.

• Identify risk or safety issues present in a given context.

• Deploy tools with emphasis on solving practical problems.

• Operate computing equipment and software effectively.

Page 27: Computing Curriculum 2001 (CC 2001)

Abilities and Skills

Transferable abilities and skills (not limited to CS):

• Communication. Make succinct presentations about technical problems and their solutions.

• Teamwork. Work effectively as a member of a development team.

• Numeracy. Understand and explain the quantitative dimensions of a problem. .

• Self management. Manage one’s own learning and development; time management & organizational skills

• Professional development. Keep up with developments in the field, continue one's professional development.

Page 28: Computing Curriculum 2001 (CC 2001)

Coping with Change

Computer Science Departments must:

• Adopt teaching methods that stress learning, not teaching; continually challenge students to think independently.

• Assign challenging exercises, encourage student initiative.

• Present a sound framework that is sustainable.

• Ensure equipment and teaching materials are up to date.

• Make students aware of info resources and strategies for staying current in the field.

• Encourage cooperative learning & use of technologies to promote group interaction.

• Convince students of need for lifelong development.

Page 29: Computing Curriculum 2001 (CC 2001)

BenchmarkingGraduate Quality

Computer Science Departments must:

• Establish benchmarks for quality of program graduates.

• Avoid establishing only minimum standards that may accidentally encourage mediocrity.

• Instead, establish benchmarks for various levels of quality, including minimum, average, and superior levels of quality.

• Example: Quality Assurance Agency for Higher Education. A report on benchmark levels for computing. Gloucester, England: Southgate House, 2000.

Page 30: Computing Curriculum 2001 (CC 2001)

Curriculum 2001Future Process

Continue communication with communities including: - FIE (Frontiers in Education)- SIGCSE (both in US and elsewhere)- various education conferences- IFIP World Computing Conferences

Ramp up involvement of industry professionals and textbook publishers (already underway).

‘Steelman’ draft released August 2001. Final version to appear soon and be submitted for approval.