Richard J. LeBlanc, Jr.

1
21st Century Computing Curricula

• Richard J. LeBlanc, Jr.
• Professor, College of Computing
• Georgia Institute
• of Technology
• Atlanta, Georgia, USA
• rich_at_cc.gatech.edu

2
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.

3
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.

4
Multiple Volumes

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

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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
6
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

7
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

8
Computer Science

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

9
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

10
CS Implementation Strategies
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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
12
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
13
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
14
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
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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

16
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

17
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

18
IS Recommended Courses
19
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

20
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

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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.

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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)

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Sample SE Curriculum Patterns
Recommended General Structure
Implemented in a CS Department in North America
24
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

25
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

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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.

27
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!

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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

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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?

30
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

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URL for Computing Curriculum Volumes

• Links to all of the volumes
• http//www.acm.org/education/curricula.html