University of Washington

University of Washington - CSE

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Agenda (54 slides in one hour)

New curriculum recap; where we are now (5 min) – Dan

CSE311: Foundations of Computing I (8 min) – Martin CSE331: Software Design and Implementation (8 min) – Mike CSE332: Data Abstractions (8 min) – Dan CSE351: The Hardware/Software Interface (8 min) – Gaetano CSE390A: System and Software Tools (4 min) – Marty

Next steps (5 min) – Dan Career tracks (6 min) – Dan ABET process to start in fall (8 min) – Gaetano


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Timeline Jan-May 2009: Weekly meetings, emails May 2009: “Approval in principle” October 8, 2009: Faculty approval

Spring 2010: 4.25 new courses Martin, Mike, Dan, Gaetano Plus Marty/student in 390A Turn 2-3 page overviews into 4-credit courses! Taught each quarter henceforth

AY 2010-2011: 4 more new courses 2 in Fall, 2 in Spring And flush old pipe: 1x322, 2x378

Fall 2010 – Spring 2013: 4xx students with old & new 3xx 4xx instructors should start planning now: talk to us!


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312Foundations

II

332Data

Abstractions

311Foundations

I

351Hw/Sw

Interface

352Hw Design /

Impl

SignalConditioning

(EE)

344Data

Management

341Programming

Languages

required

CS & CompEsoftware required

CompE required

not required

pre-req

co-req or pre-req

STAT391

331Sw Design /

Impl

333Systems

Programming

CompE hardwarerequired


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Who is worried about what? Students & advisors: Degree requirements, especially in

transition

Faculty: What we are teaching at the 300-level As 400-level instructors:

May need “extra meeting with TA” due to “transition gap” Permanent adjustment (“10-15%”) to new 300-level

As 300-level instructors: for consistency and improvement Needs to remain reorganized and more modern Consistency has some inherent value

– But of course we learn from experience Instructors for each course should meet! (I can help)

30 minutes from now: What else the students need from you


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For more information

Today’s presentations focus on individual courses

For additional background and relevant links:

www.cs.washington.edu/homes/djg/curriculum_overview_for_faculty.html

(Feedback welcome)


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Courses


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CSE 311: Foundations of Computing I

Goals Understand the discrete math underlying all of CSE Develop ability to reason correctly Develop ability to follow and construct proofs


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Topics Logic Basic proof techniques Sets, functions, and relations Basic number theory Induction proofs Graphs: just the definition Combinational circuits Finite-state machines Computability

311 = 321 – {counting, graph theory} ⋃ {circuits, finite-state machines,

computability}

Good media for simple proofs

Used in: 312 352312 332312 331 332

332312 331 332312 331 332

352352

312

(mod arith., primes, RSA)


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Lessons What works

Topics build nicely on each other Proofs are simple enough that students learn a rigorous style RSA cryptosystem as a fun application of number theory Tantalizing references to fame via topical open problems

What doesn’t work Like 321:

Too many topics, necessarily covered superficially Difficult to motivate (“Trust me, you’ll need this next year.”) Difficult to retain (“Too bad you’ll have forgotten it by next year.”)

Textbook: Rosen, Discrete mathematics and its applications Applications weak, examples and exercises contrived and boring New edition every couple years, with material shuffled Expensive


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CSE 331: Software Design & Implementation

Goal: Enable students to manage complexity ensure correctness write small programs


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CSE 331 topics Manage complexity:

Abstraction Specification Modularity Program design/organization Sub-typing Documentation

Ensure correctness: Reasoning Testing Debugging

Write programs: Practice and feedback Introduction to: software process, requirements, usability, teamwork,

understanding libraries


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Teaching tools

Learn by doing realistic tasks avoid indirect measures of competence give opportunities to fail and to succeed

"Re-turnin" after TA feedback, debug and re-submit assignments all-or-nothing grading on resubmission motivates documentation, testing, debugging, reasoning

Cross-checking of tests run each student's tests against each student's code

Weekly programming assignments build to a single project less and less scaffolding each week see a bigger system, use design patterns be proud of a result


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What worked Lecture material / topics

relevant to jobs mostly new to CSE

Readings Effective Java Pragmatic Programmer handouts (need more)

Rigor students really “get” the material much faster completion times on subsequent tasks

Use of research tools


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Growing pains Students were not prepared Assignments took too much time

The plan six 1-week assignments one 3.5-week group project

Change of plan canceled the project added two assignments

In the future: easier problem set sequence, or cancel the project

Students under-used the TAs A 55-person class is not efficient


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CSE332: Data Abstractions

Catalog Description:Abstract data types and structures including dictionaries, balanced trees, hash tables, priority queues, and graphs; sorting; asymptotic analysis; fundamental graph algorithms including graph search, shortest path, and minimum spanning trees; concurrency and synchronization; and parallelism.

Goals: Deep understanding of core data-structure trade-offs Fluency with asymptotic complexity, exponentials, etc. Ability to analyze correctness (?) and efficiency Recognizing basic opportunities for parallelism Addressing challenges of concurrent access to resources


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Topics: Data structures + Threads

326 & 332 (20 lectures)Big-Oh, Algorithm AnalysisBinary Heaps (Priority Qs)AVL TreesB TreesHashingSortingGraph TraversalsTopological SortShortest PathsMinimum Spanning TreesAmortization


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Removed from 326 (8 lectures)D-heapsLeftist heapsSkew heapsBinomial queuesSplay treesDisjoint setsNetwork flowHack job on NP (moves to CSE312)


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Added to 332 (8 lectures)Multithreading Basics (1)Fork-Join Parallelism (3)

• Using Java library• Analysis: T1 and T • Amdahl’s Law• Reductions, Prefix, Sorting

Concurrency (4)• Races, deadlocks• Locks (mostly) • Condition variables (a bit)• Programming guidelines (!)


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What works

Triage 30% without killing the patient Plus pretty deep scrub of other 70% Projects use more modern Java (generics, iterators, JUnit) Still keystone course with algorithms, code, proofs, and charts

Parallelism and concurrency in this course Natural fit (!): same notion of trade-offs, asymptotics

Example: Sequential cut-off Example: Bounded buffer for condition variables Example: Amdahl’s Law in the limit

Data structures & algorithms are canonical examples Divide-and-conquer, atomic operations, etc.

All at the Java / pseudo-code level


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What might not work

No textbook for parallelism and concurrency (no complaints?)

Aimed for “teachable by others,” but never quite sure

1.5 / 3 new projects and lots of new slides No disasters, but could use some sanding

Due to project scheduling, graphs in weeks 6 and 10

Did not fit: map/reduce, declarative queries Leave to (optional) CSE344


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CSE351 – The Hardware/Software Interface How does the hardware (0s and 1s, processor executing

instructions) relate to the software (Java programs)? Programmer’s perspective on computing system abstractions

What are these abstractions and what does a programmer need to know? What bugs can they cause and how do you find them? What tradeoffs are being made that may change for a new technology?

Key abstractions How to represent data in bits Mappings, stacks, bookkeeping Locality and caching Processes and virtual memory High-level language support

CSE351

CSE451Op Systems

CSE401Compilers

Concurrency

CSE333Systems Prog

Performance

CSE484Security

CSE466Emb Systems

CS 143Intro Prog II

CSE352HW Design

Comp. Arch.

CSE461Networks

MachineCode

DistributedSystems

CSE477/481Capstones

Execution Model

Real-TimeControl


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The three “little” themes of CSE351 Representation

Numbers, characters, strings, addresses,pointers, data structures, …

Memory organization, virtual memory Translation

Java/byte-codes, C/assembly, machine code

How do we move between them?

Control Flow Stack discipline Illusions of parallelism Interrupts, traps, faults


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Outcomes Understand implementations details of some important abstractions

E.g., caching (caches, virtual memory, TLBs) E.g., stacks (parameter passing, return values, recursion) E.g., high-level (Java) vs. low-level languages (C) vs. assembly language

Become more effective programmers More efficient at finding and eliminating bugs (heavy use of GDB, both asm and C) Understand some of the many factors that influence performance

Programming assignments Manipulate number representations (manipulate number representations in C) Defuse a bomb by disassembling a program (read assembly code) Implement stack overflow exploits (write assembly code) Implement malloc and free (in C)

Written assignments (problems from text) numbers, compilation, caches, virtual memory


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Lessons What seemed to work

Textbook: Computer Systems, A Programmer’s Perspective Bryant / O’Halloran and wonderful complete set of materials

Choice of topics to cover (some tweaking required) Reasonable workload for a quarter

Teaching C as a more readable assembly language Java as an example of a high-level language

Practical work on each of the key concepts representation, translation, and control flow

Alternating programming and written assignments Using attu for all the programming (single environment to get right)

What could improve 3-hour weekly lab: one hour review/discussion, two hour practicum

Learn how to use tools together (Linux, GDB, disassembler, etc.) I’m sure we’ll hear a lot more from student evaluations


CSE 390A: System and Software Tools

Major Topics setting up and navigating a Unix/Linux environment connecting to remote servers and using multi-user shared Unix systems permissions, groups, and users using a Unix command-line shell Unix file system; file/directory management; process management pipes and redirection string and text processing basics: filtering, substituting, etc. regular expressions and related tools Bash shell scripting compiling/executing programs from a command line;

compilation management tools (make, ant) version control basics (subversion)

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CSE 390A Example assignment tasks hw1 (basics): Basic Unix commands: Copy/list/rename/delete/view files hw2 (basics 2): More Unix commands; Combining commands with > < | hw3 (attu): Connect to the attu server; examine processes/users/etc. hw4 (users/groups): Set a group of files to have particular permissions. hw5 (shell scripts): mantra (repeated text), filestats (print file info) hw6 (Bash scripts): A grading script that diffs/scores student programs. hw7 (regexes): Find all words in /usr/share/dict/words that match a

given pattern (example: strings of at least 5 vowels in a row). hw8 (make): Download/compile/run open source software using make.

Write a Makefile and an Ant build.xml file. hw9 (svn): Check out contents of a known SVN repo, make changes,

add files, and check them in. Create a SVN repo with given properties.

Quick reflections bad: Limited help; only 1 lecture/week; easy to make it too hard/long good: TA Josh Goodwin; student HW eval surveys; loose collab. policy

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Next steps


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312Foundations

II

332Data

Abstractions

311Foundations

I

351Hw/Sw

Interface

352Hw Design /

Impl

SignalConditioning

(EE)

344Data

Management

341Programming

Languages

required

CS & CompEsoftware required

CompE required

not required

pre-req

co-req or pre-req

STAT391

331Sw Design /

Impl

333Systems

Programming

CompE hardwarerequired


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Next year

CSE312: Foundations of Computing II Counting, probability, properties of random variables Applications, central-limit theorem, statistics P, NP, NP-completeness

Fall: Lee, Winter: Ruzzo, Spring: Domingos

To be determined: Lots, including working with STAT to evolve STAT391 to be complementary


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Next year

CSE352: Hardware Design & Implementation Lab-intensive course Circuit-design, processor-design, and systems integration

Uhm, obviously not too much of any one Lean on CSE351 and CSE311 for quick start

Fall: Ebeling, Spring: Hemingway

To be determined: Lots, may use same book as CSE351 (?)


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Next year

CSE333: Systems Programming

Still working out how to describe the goals of this course: it has aspects of teaching C/C++ programming also aspects of teaching systems-software issues like

performance, caching, and asynchrony

Optional for most students, but recommended for 400-level courses that are C and/or systems-level

Spring: Gribble


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Next year

CSE344: Introduction to Data Management

Currently many students are taking CSE444 databases because they want to use databases or manage large data sets CSE344 will meet a growing need and let CSE444 be more about

database design/implementation

Spring: Suciu


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Lots of thank-yous and a segue… Hundreds (thousands?) of hours of thought and discussion 8 faculty teaching a course that’s never been taught before Paul figuring out a stranger-than-usual teaching schedule Advisors getting students into the right place …

All part of a much more flexible major

In fact, a little too flexible for students who need guidance…


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Advice from faculty

Our students have very diverse interests and career goals The advice each student needs is varied and unlimited

But that’s no excuse for not having rough guidelines:“If you want to do X after you graduate, then course Y is especially important.”

What we provide today: Degree requirements: and they just got more flexible Results from a 12-person, 5-minute survey at Affiliates’ Day Our advisors’ best guesses Nothing from faculty (frankly not doing our job for most students)

Some day we’ll have “tracks”, but we need advice first


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Current Students


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Information for Current Undergrads


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Career Information


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Course Planning forSpecificCareers


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One example: Hardware Designer

good enough great, but

some too genericbizarremish-mash


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What we need A new web page with advice from faculty

Organized similarly Revised list of career paths (about 15, not all possible) List of highly recommended courses List of other recommended courses

Plus an “outlet” for other advice not specific to a career path

The plan: Huddles give us raw data from a simple template Deadline: July 15 We’ll collate, fill in gaps however I want , and web-ify


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Career paths

Current listBackend DeveloperEmbedded Systems DeveloperGame DeveloperHardware DesignerProject/Program ManagerQA / Test EngineerSoftware EngineerSystems OperatorTechnical WriterTest EngineerWeb / Internet App DeveloperUI Designer

Missing?Data Miner?Computational Biologist?Security?Ph.D. student…

But: • I don’t want one career path per

faculty member• What to do to be a PL faculty

member doesn’t belong here


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Course advice Highly recommended = a course people in the field all need

No such thing as “too obvious” (e.g., 440 for UI design)

Other recommended = definitely important, but remember students take 4-9 400-level courses total and need flexibility Making it too long dilutes influence

What I don’t want here: generic or biased advice! I think everyone ought to take compilers, but that’s my personal opinion,

which doesn’t belong in guidelines that line up careers with courses


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Outlet

Conjecture: Faculty are incapable of restraining themselves from generic advice outside of the template

Conjecture: Sharing generic advice would be a great help to students

So: I’ll also make a “general advice” web page Initial state: Whatever any huddle sends me, lightly edited Pre-publish: Call for faculty input / discussion Guideline: Anything “controversial” gets removed

This ought to be the stuff so obvious we’re surprised it needs saying. Example: Technical writing/presentations


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Next steps (1) A long email with instructions and an example template (2) You find 1 hour to look over our course list and fill out the

template with colleagues Should work fine over email Email me the output and I’ll iterate with you a bit

(3) When nobody does (2) , I do it all myself and then you complain about the results Go to step (2)

(4) Web-site up by start of Fall Quarter

Thank you!


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ABET


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ABET Accreditation Board for Engineering and Technology Accredit our Computer Engineering Program

As well as all other BS degrees in CoE Six year cycle (last site visit was 2007)

Fall of 2013 will be next visit to UW Believe it or not, it is time to get ready again

Lots to do over next 3 years – need to start now Document our improvements and feedback cycle Collect evaluation materials from our courses Prepare new self-study Big opportunity and lots of work because of our new

curriculum


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Major changes since last visit New CompE requirements, some more to come New undergraduate core curriculum at 300-level

These will require Documenting why we did it, how well it is working

Student focus groups? Document course iterations and why? Mapping new curriculum to ABET outcomes

We are in flux and may need multiple maps


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Weaknesses Multi-disciplinary teams (criterion d) Especially ethics and societal implications (criterion f) Knowledge of contemporary issues (criterion j)

High work-to-credit ratio in many of our courses Better documentation of feedback loops Better documentation of input from stakeholders


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Curriculum to Outcome Mapping


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Assessment Matrix


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Coming changes to CompE degree Single track, easier advising,

less requirements, more like CS


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Better use of capstones Make capstone more inter-disciplinary

Animation, CompBio, ICTD, UrbanSim, already do this… Specific uniform requirements for capstones

Should we have ABET-compliant capstones? Additional project courses that are not?

We do NOT document well what happens in each Produce more videos to highlight student’s work

Video ‘poster sessions’ Many more uses than ABET

Parents, recruiting, historical archive


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Materials collection More and more coursework is on-line (paperless) Should we prepare an on-line system?

Easier to check completeness Make it more clear what needs to be assessed More use of surveys/questionnaires (not just end-qtr) Allow ABET evaluators to browse on-line

University of Washington - CSE Agenda (54 slides in one hour) New curriculum recap; where we are now (5 min) – Dan CSE311: Foundations of Computing I (8.

Documents

cse cse

cse courses

cse agenda

cse timeline

cse lessons

new courses martin

level instructors