Computer Engineering Computing Curricula

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Computer Engineering Computing Curricula

• John Impagliazzo
• Pradip Srimani
• Andrew McGettrick
• Robert Sloan
• IEEE Computer Society / ACM
• Computing Curricula Computer Engineering Task
  Force
• SIGCSE Symposium
• 2003 February 22

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Presentation Overview (J.I)

• 0845 John - Introductions (5 mins)
• 0850 Pradip - CCCE and connection with CC2001
  project (5 mins)
• 0855 Pradip - Computer engineering report
  overview (10 mins)
• 0905 John - Importance of professionalism and
  history (10 mins)
• 0915 Andrew - Breadth of topic areas in report
  (15 mins)
• 0930 Robert - Focus on one area in detail (15
  mins)
• 0945 Pradip John - Questions (15 mins)
• 1000 Session ends

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What is Computer Engineering?
? ? ?

• Computer engineering embodies the science and
  the technology of design, construction,
  implementation and maintenance of the hardware
  and the software components of modern computing
  systems and computer-controlled equipment.
• Computer engineers are solidly grounded in the
  theories and principles of computing, mathematics
  and engineering, and apply these theoretical
  principles to design hardware, software,
  networks, and computerized equipment and
  instruments to solve technical problems in
  diverse application domains.

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Background CC2001 (1) (P.S.)

• Computing Curricula 2001
• Joint effort of IEEE CS and ACM
• Started in 1998
• Revise and update 1991 model curricula
• Address developments of past decade and endure
  through the next decade
• Separate volumes for Computer Science, Computer
  Engineering, Software Engineering, Information
  Systems
• Computer Science Volume completed in Dec.
  2001lthttp//www.computer.org/education/cc2001/gt

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Background CC2001 (2)

• Computer Engineering Task Force
• Established 2001
• 16 members currently
• Representation of diverse interests/institutions
• Curricular Guidelines
• Science math, engineering core
• Intersections with EE and CS
• Emphasize design and creativity
• Laboratory experience
• Industry-standard modern tools

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Outline of the CCCE Volume

• Woodenman Version
• Chapter 1. Introduction
• Chapter 2. Computer Engineering Principles
• Chapter 3. Professionalism and Computer
  Engineering
• Chapter 4. Overview of the Computer Engineering
  
• Body of Knowledge
• Chapter 5. Integration of Engineering Practice
  into the
• Computer Engineering Curriculum
• Chapter 6. Curriculum Implementation Issues
• Chapter 7. Characteristics of Computer
  Engineering Graduates
• Chapter 8. Management Issues
• Chapter 9. Conclusions
• Bibliography
• Appendix A Knowledge Units
• Appendix B Course Descriptions

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Professionalism (1) (J.I.)

• Computer engineers design and implement computing
  systems that affect the public
• Computer engineers should hold a special sense of
  responsibility
• Almost every aspect of their work can have a
  public consequence

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Professionalism (2)

• Consequences of professional practice should
  focus on the public good
• Computer engineers must consider the
  professional, societal, and ethical context in
  which they practice

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Practice and Conduct

• Do the right thing
• Foster best practices
• Understand ethical practices
• Understand legal issues

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Codes of Ethics and Practices (1)

• National Society of Professional Engineers -
  NSPE Code of Ethics for Engineers
• Institute of Electrical and Electronic Engineers
  (IEEE) IEEE Code of Ethics
• Association for Computing Machinery (ACM) ACM
  Code of Ethics and Professional Conduct

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Codes of Ethics and Practices (2)

• ACM/IEEE-Computer Society Software Engineering
  Code of Ethics and Professional Practice
• International Federation for Information
  Processing (IFIP) Harmonization of Professional
  Standards and also Ethics of Computing
• Association of Information Technology
  Professionals (AITP) AITP Code of Ethics and
  the AITP Standards of Conduct

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Industry Needs

• National Association of Colleges and Employers
  (NACE)
• Conducts annual survey to determine what
  qualities employers consider most important in
  applicants seeking employment.
• What do you think employers want??

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Top Ten Factors in 2001

• 1. Communication skills (verbal and written)
• 2. Honesty/integrity
• 3. Teamwork skills
• 4. Interpersonal skills
• 5. Motivation/initiative

• 6. Strong work ethic
• 7. Analytical skills
• 8. Flexibility adaptability
• 9. Computer skills
• 10. Self-confidence

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Breadth of Topic Areas (A.M.)

• Elements of Hardware
• Elements of Software
• Elements of Computer Theory
• Elements of Mathematics
• Elements of Science
• Elements of General Education

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The Body of Knowledge

• Hierarchical Structure
• Disciplinary subfields (e.g., digital logic)
• Units or thematic modules (e.g., switching
  theory)
• Topics (e.g., number systems)
• Core vs. Elective Units
• Core should be included in all programs
• Elective inclusion based on program objectives
  and/or student interest
• Organization of BOK does not imply organization
  of a curriculum

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Body of Knowledge Topics (1)

• Core Topic Areas (15) (Woodenman Version)
• SPR Social and Professional Issues
• CSE Computer Systems Engineering
• CAO Computer Architecture and Organization
• SWE Software Engineering
• HCI Human Computer Interaction
• ESY Embedded Systems
• OPS Operating Systems
• CSY Circuits and Systems
• (continued)

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Body of Knowledge Topics (2)

• NWK Networks
• ELE Electronics
• DIG Digital Logic
• PRF Programming Fundamentals
• ALG Algorithms and Complexity
• DSC Discrete Structures
• PRS Probability and Statistics

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Body of Knowledge Topics (3)

• Elective Topic Areas (7) (Woodenman Version)
• DSP Digital Signal Processing
• VLS VLSI/ASIC Design
• DGA Design Automation
• ACP Alternative Computing Paradigms
• TFT Testing and Fault Tolerance
• INS Intelligent Systems
• IHM Information Management

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Comp. Systems Engineering (R.S)

• CSE 0. History and overview of computer systems
  design core
• CSE 1. Overview of systems engineering core
• CSE 2. Theoretical considerations elective
• CSE 3. Life cycle core
• CSE 4. Requirements analysis and elicitation
  core
• CSE 5. Specification core
• CSE 6. Architectural design core
• CSE 7. Implementation
• CSE 8. Testing
• CSE 9. Maintenance
• CSE 10. Project management
• CSE 11. Specialist systems
• CSE 12. Hardware and software co-design

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CSE 3 Life Cycle core (1)

• Minimum core coverage 2 hours
• Topics
• Nature of life cycle, role of life cycle model.
  Quality in relation to the life cycle.
• Influence of system size on choice of life cycle
  model and nature of system agility issues.
• Different models of the life cycle strengths
  and weaknesses of each.
• The concept of process. Process improvement.
  Basis for this is information.
• Gathering information.
• Maturity models. Standards and guidelines.

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CSE 3 Life Cycle core (2)

• Learning objectives
• Recognize the need for a disciplined approach to
  system development and explain the elements of
  this in particular contexts.
• Explain how data should be gathered to inform
  process improvement.

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What Happens Next? (P.S.)

• Strawman Body of Knowledge (2002 June)
• Preliminary draft
• Public review and comment via websitehttp//www.e
  ng.auburn.edu/ece/CCCE/
• Solicited review by topic experts
• Wide participation sought, including
  international
• Woodenman CCCE Volume (2003 February)
• Review of BOK and text chapters
• Ironman CCCE Volume (2003 Summer)
• Submission to IEEE-CS and ACM (2003 Dec)

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(No Transcript)
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Questions ???

• http//www.eng.auburn.edu/ece/CCCE/