1. 4 August 2003 21st Century Computing Curricula 1 Richard J. LeBlanc, Jr. Professor, College of Computing Georgia Institute of Tech nology Atlanta, Georgia, USA rich@cc.gatech.edu rich@cc.gatech.edu

2. 4 August 2003 21st Century Computing Curricula2 CC2001 Project Joint Task Force on Computing Curricula 2001 (CC2001) established in late 1998 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) 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. Charter: to undertake a major review of curriculum guidelines for undergraduate programs in computing.

3. 4 August 2003 21st Century Computing Curricula3 A New Approach Curriculum 1991 included Computer Science and Computer Engineering curricula recommendations in a single document. 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. The CC2001 Task Force recognized a need to address multiple disciples and draw on broader expertise.

4. 4 August 2003 21st Century Computing Curricula4 Multiple Volumes Discipline-specific committees have completed or are producing volumes in: Discipline-specific committees have completed or are producing volumes in: Computer Science Computer Science Information Systems Information Systems Software Engineering Software Engineering Computer Engineering Computer Engineering Information Technology Information Technology

5. 4 August 2003 21st Century Computing Curricula5 Overview Joint Task Force on Computing Curricula ACM IEEE Computer Society Other societies ?? Computing Curriculum 2001 Steering Committee ACM IEEE Computer Society Computer Science Computer Engineering Computing Curriculum - Computer Engineering Steering Committee ACM IEEE Computer Society Software Engineering Computing Curriculum - Software Engineering Steering Committee ACM IEEE Computer Society Several other societies Information Systems ACM Association for Information Systems (AIS) Association of Information Technology Professionals (AITP) IEEE Computer Society Computing Curricula 2001 Structure Information Technology Computing Curriculum - Information Technology Steering Committee ACM IEEE Computer Society

6. 4 August 2003 21st Century Computing Curricula6 Why are there so many? Computing (as a broad discipline) is now subdivided into a variety of degree programs in various countries Computing (as a broad discipline) is now subdivided into a variety of degree programs in various countries Factors in the division include Factors in the division include Science or Engineering orientation Science or Engineering orientation Degree of hardware emphasis Degree of hardware emphasis Degree of applications emphasis Degree of applications emphasis Names on volumes commonly used in USA as degree program names Names on volumes commonly used in USA as degree program names

7. 4 August 2003 21st Century Computing Curricula7 Common Elements of Volumes Identify a body of knowledge Identify a body of knowledge Define “core” knowledge Define “core” knowledge Describe courses and common structures to create degree programs Describe courses and common structures to create degree programs Specify the intended results as outcomes or characteristics of graduates Specify the intended results as outcomes or characteristics of graduates

8. 4 August 2003 21st Century Computing Curricula8 Computer Science Sponsors Sponsors ACM ACM IEEE Computer Society IEEE Computer Society Audience Audience Broad group of programs that focus on science and technology of computing Broad group of programs that focus on science and technology of computing

9. 4 August 2003 21st Century Computing Curricula9 Computer Science Distinguishing characteristics Approach to defining core knowledge Approach to defining core knowledge Definition of curriculum alternatives through “curriculum strategies” Definition of curriculum alternatives through “curriculum strategies” Greater emphasis on professional practice than in previous curriculum recommendations Greater emphasis on professional practice than in previous curriculum recommendations Outcomes defined at minimal and modal levels Outcomes defined at minimal and modal levels

10. 4 August 2003 21st Century Computing Curricula10 CS Implementation Strategies

11. 4 August 2003 21st Century Computing Curricula11 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. 4 August 2003 21st Century Computing Curricula12 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. 4 August 2003 21st Century Computing Curricula13 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. 4 August 2003 21st Century Computing Curricula14 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

15. 4 August 2003 21st Century Computing Curricula15 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. 4 August 2003 21st Century Computing Curricula16 Information Systems Sponsors Sponsors ACM Association for Information Systems (AIS) Association of Information Technology Professionals (AITP) IEEE Computer Society (endorsement) Audience Audience Programs that focus on the management of information within the context of an organization Programs that focus on the management of information within the context of an organization

17. 4 August 2003 21st Century Computing Curricula17 Information Systems Distinguishing characteristics Curriculum begins with organizational perspective rather than a technology focus Curriculum begins with organizational perspective rather than a technology focus Defines a single set of courses Defines a single set of courses Strongest participation by a practice-oriented processional organization Strongest participation by a practice-oriented processional organization Detailed statement of expected outcomes Detailed statement of expected outcomes

18. 4 August 2003 21st Century Computing Curricula18 IS Recommended Courses

19. 4 August 2003 21st Century Computing Curricula19 Software Engineering Sponsors Sponsors ACM ACM IEEE Computer Society IEEE Computer Society British Computer Society British Computer Society Information Processing Society of Japan Information Processing Society of Japan Australian Computer Society Australian Computer Society Audience Audience Programs with an engineering emphasis on building software to solve customer needs Programs with an engineering emphasis on building software to solve customer needs

20. 4 August 2003 21st Century Computing Curricula20 Software Engineering Distinguishing characteristics Breadth of international participation Breadth of international participation Development of Software Engineering Education Knowledge (SEEK) starting from SWEBOK Development of Software Engineering Education Knowledge (SEEK) starting from SWEBOK Specific attempt to address multiple curriculum structures required by diverse systems of education Specific attempt to address multiple curriculum structures required by diverse systems of education

21. 4 August 2003 21st Century Computing Curricula21 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.

22. 4 August 2003 21st Century Computing Curricula22 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)

23. 4 August 2003 21st Century Computing Curricula23 Sample SE Curriculum Patterns Recommended General Structure Implemented in a CS Department in North America

24. 4 August 2003 21st Century Computing Curricula24 Computer Engineering Sponsors Sponsors ACM ACM IEEE Computer Society IEEE Computer Society Audience Audience Programs with an engineering emphasis on building hardware and software systems Programs with an engineering emphasis on building hardware and software systems Distinguishing characteristics Distinguishing characteristics Greatest emphasis on hardware among the curricula Greatest emphasis on hardware among the curricula

25. 4 August 2003 21st Century Computing Curricula25 Information Technology Sponsors Sponsors Newly formed ACM SIGITE (Information Technology Education) Newly formed ACM SIGITE (Information Technology Education) Audience Audience Programs with an emphasis on application of computing technology in a variety of contexts Programs with an emphasis on application of computing technology in a variety of contexts Distinguishing characteristics Distinguishing characteristics Still in early stages of development Still in early stages of development

26. 4 August 2003 21st Century Computing Curricula26 What Is the Significance of these Recommendations? They provide an up-to-date view of our discipline. They provide an up-to-date view of our discipline. They represent the collected wisdom of many Computing educators. 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. When they are broadly accepted, their structure will provide a basis for textbooks and other educational materials.

27. 4 August 2003 21st Century Computing Curricula27 How Can Any Department Use So Much Advice? The collection of Computing Curricula volumes will offer many Courses Courses Curriculum structures Curriculum structures Implementation strategies Implementation strategies Program Names Program Names This is a long way from the simplicity of Curriculum ‘78!

28. 4 August 2003 21st Century Computing Curricula28 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 are the characteristics of your university and its students? What kinds of jobs are available to your graduates? What kinds of jobs are available to your graduates? Is your department more oriented toward science, engineering or applications Is your department more oriented toward science, engineering or applications

29. 4 August 2003 21st Century Computing Curricula29 Resource Requirements Are a Factor Faculty expertise is crucial, but can change with time Faculty expertise is crucial, but can change with time Resources -- labs and other space impact what is possible 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? “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. 4 August 2003 21st Century Computing Curricula30 Your Program is Unique It is defined by a combination of objectives, resources and opportunities -- do you ever talk about these things? 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 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 Try to find pieces of the curricula that fit your context and objectives

31. 4 August 2003 21st Century Computing Curricula31 URL for Computing Curriculum Volumes Links to all of the volumes: http://www.acm.org/education/curricula.html