CS2013-final-report

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CSC 221: Introduction to Programming, Creighton University ............................................. 450 CSC 222: Object-Oriented Programming, Creighton University ........................................... 452 An Overview of the Mulit-paradigm Three-course CS Introduction at Grinnell College ...... 454 CSC 151: Functional problem solving, Grinnell College ..................................................... 456 CSC 161: Imperative Problem Solving and Data Structures, Grinnell College ..................... 458 CSC 207: Algorithms and Object-Oriented Design, Grinnell College ................................... 460 Appendix D: Curricular Exemplars ............................................................................................ 463 Bluegrass Community and Technical College (A.S. Degree) ................................................ 465 Bluegrass Community and Technical College (A.A.S. Degree) ............................................ 472 Grinnell College ...................................................................................................................... 480 Stanford University ................................................................................................................. 492 Williams College .................................................................................................................... 503 - 9 -
Chapter 1: Introduction ACM and IEEE-Computer Society have a long history of sponsoring efforts to establish international curricular guidelines for undergraduate programs in computing on roughly a tenyear cycle, starting with the publication of Curriculum 68 [1] over 40 years ago. This volume is the latest in this series of curricular guidelines. As the field of computing has grown and diversified, so too have the curricular recommendations, and there are now curricular volumes for Computer Engineering, Information Systems, Information Technology, and Software Engineering in addition to Computer Science [3]. These volumes are updated regularly with the aim of keeping computing curricula modern and relevant. The last complete Computer Science curricular volume was released in 2001 (CC2001) [2], and an interim review effort concluded in 2008 (CS2008) [4]. This volume, Computer Science Curricula 2013 (CS2013), represents a comprehensive revision. The CS2013 guidelines include a redefined body of knowledge, a result of rethinking the essentials necessary for a Computer Science curriculum. It also seeks to identify exemplars of actual courses and programs to provide concrete guidance on curricular structure and development in a variety of institutional contexts. The development of curricular guidelines for Computer Science has always been challenging given the rapid evolution and expansion of the field. The growing diversity of topics potentially relevant to an education in Computer Science and the increasing integration of computing with other disciplines create particular challenges for this effort. Balancing topical growth with the need to keep recommendations realistic and implementable in the context of undergraduate education is particularly difficult. As a result, the CS2013 Steering Committee made considerable effort to engage the broader computer science education community in a dialog to better understand new opportunities and local needs, and to identify successful models of computing curricula – whether established or novel.
Page 1 and 2: Computer Science Curricula 2013 Cur
Page 3 and 4: Computer Science Curricula 2013 Cop
Page 5 and 6: CS2013 Steering Committee ACM Deleg
Page 7 and 8: Chapter 5: Introductory Courses ...
Page 9 and 10: CC152: Computer Architecture and En
Page 11: Programming Languages and Technique
Page 15 and 16: KA subcommittee Chairs (as members
Page 17 and 18: Knowledge Areas The CS2013 Body of
Page 19 and 20: of the implications of social respo
Page 21 and 22: Manaris (College of Charleston), Sa
Page 23 and 24: Chapter 2: Principles Early in its
Page 25 and 26: novel, interesting, and effective w
Page 27 and 28: Appreciation of the interplay betwe
Page 29 and 30: to be able to communicate with, and
Page 31 and 32: ● The learning outcomes and hour
Page 33 and 34: ● Many strong computer-science cu
Page 35 and 36: include appropriate elective materi
Page 37 and 38: We use three levels of mastery, def
Page 39 and 40: Parallel and Distributed Computing
Page 41 and 42: select topics from Tier-2 (to inclu
Page 43 and 44: common“CS0” courses: precursor
Page 45 and 46: Tradeoffs: A programming-focused in
Page 47 and 48: Parallel Processing Traditionally,
Page 49 and 50: Chapter 6: Institutional Challenges
Page 51 and 52: Computer Science Across Campus An a
Page 53 and 54: programs do not have an explicit li
Page 55 and 56: accessible, building interdisciplin
Page 57 and 58: provide for assessing the effective
Page 59 and 60: AL. Algorithms and Complexity (19 C
Page 61 and 62: [Core-Tier2] 7. Describe various he
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Learning Outcomes: 1. Define the cl
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Architecture and Organization (AR)
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7. Evaluate the functional and timi
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AR/Interfacing and Communication [1
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Computational Science (CN) Computat
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CN/Introduction to Modeling and Sim
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CN/Processing [Elective] The proces
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CN/Data, Information, and Knowledge
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Discrete Structures (DS) Discrete s
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DS/Basic Logic [9 Core-Tier1 hours]
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DS/Graphs and Trees [3 Core-Tier1 h
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Graphics and Visualization (GV) Com
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GV/Fundamental Concepts [2 Core-Tie
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GV/Geometric Modeling [Elective] To
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GV/Visualization [Elective] Visuali
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HCI/Foundations [4 Core-Tier1 hours
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HCI/User-Centered Design and Testin
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Learning Outcomes: 1. Explain basic
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o Game engines o Mobile augmented r
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IAS. Information Assurance and Secu
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OS/Concurrency 1.5 OS/Scheduling an
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SP/Social Context 0.5 SP/Analytical
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11. Discuss the importance of usabi
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Learning outcomes: [Core-Tier2] 1.
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Learning outcomes: 1. Describe the
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Information Management (IM) Informa
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• Design of core DBMS functions (
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3. Demonstrate use of the relationa
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IM/Physical Database Design [Electi
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• Presentation, rendering, synchr
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IS/Fundamental Issues [1 Core-Tier2
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4. Describe over-fitting in the con
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IS/Agents [Elective] Cross-referenc
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Learning Outcomes: 1. Explain the d
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Networking and Communication (NC) T
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NC/Networked Applications [1.5 Core
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NC/Social Networking [Elective] Top
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OS/Overview of Operating Systems [2
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OS/Memory Management [3 Core-Tier2
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OS/File Systems [Elective] Topics:
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Platform-Based Development (PBD) Pl
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Learning Outcomes: 1. Design and im
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Because the terminology of parallel
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PD/Parallelism Fundamentals [2 Core
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• Topologies o Interconnects o Cl
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o Software as a service o Security
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PL. Programming Languages (8 Core-T
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PL/Functional Programming [3 Core-T
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o o o Enforce invariants during cod
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PL/Compiler Semantic Analysis [Elec
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• Metaprogramming: Macros, Genera
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PL/Language Pragmatics [Elective] T
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emphasize formal analysis (e.g., Bi
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Learning Outcomes: 1. Analyze and e
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Software Engineering (SE) In every
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such system are assigned to the cor
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Learning Outcomes: [Core-Tier1] 1.
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SE/Tools and Environments [2 Core-T
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SE/Software Design [3 Core-Tier1 ho
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[Elective] • Potential security p
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o o o o Code segments Libraries and
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Systems Fundamentals (SF) The under
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2. Describe how hardware, VM, OS, a
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2. Describe the scheduling algorith
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Social Issues and Professional Prac
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understanding of our commitment to
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Learning Outcomes: 1. Evaluate stak
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Learning Outcomes: [Core-Tier1] 1.
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[Elective] 8. Discuss ways to influ
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• Differences in access to comput
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Appendix B: Migrating to CS2013 A g
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and are treated as a topic geared t
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GV The storage of analog signals in
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SDF This new knowledge area pulls t
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Table B-3: Core Learning Topics and
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Table B-4: New and Expanded Core Le
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IAS Core-Tier1: • Analyze the tra
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IS NC Core-Tier2: • Translate a n
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• Describe at least one design te
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• Explain why the creation of cor
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• Use refactoring in the process
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• Apply simple algorithms for exp
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Appendix C: Course Exemplars While
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IS U. San Francisco Artificial Inte
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ACM/IEEE-CS CS2013 Course-Exemplar
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CSCI 140: Algorithms, Pomona Colleg
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AL PD advanced data structures algo
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What is the format of the course Th
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CS 256 Algorithm Design and Analysi
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and other applications including Ba
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• Data races and higher-level rac
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CS/ECE 552: Introduction to Compute
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Body of Knowledge coverage KA Knowl
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AR Assembly Level Machine Organizat
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Altruism/Collaboration/Competition,
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everyday lives, and therefore at le
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COSC/MATH 201: Modeling and Simulat
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ehaviors, simplifying assumptions;
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MAT 267: Discrete Mathematics, Unio
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Identify a problem and analyze it i
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CS109 covers: • Counting • Comb
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CS 250 - Discrete Structures I, Por
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CS 251 - Discrete Structures II, Po
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DS Graphs and Trees Tree, tree trav
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The course gives an overview to a v
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CS371: Computer Graphics, Williams
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Texture mapping, including minifica
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Other materials are: R and RStudio
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3. Assignment (20% + 10%) Due in we
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CO328: Human Computer Interaction,
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Human Computer Interaction, Univers
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Human-Computer Interaction, Stanfor
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Human Information Processing (HIP),
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Software and Interface Design, Univ
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Computer Systems Security (CS-475),
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Ullman and Widom, 2 nd edition, Pre
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Technology, Ethics, and Global Soci
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SP Professional Communication These
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Why do you teach the course this wa
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search, probabilistic reasoning, lo
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Students are expected to spend abou
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CS188: Artificial Intelligence, Uni
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Introduction to Artificial Intellig
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Computer Networks, Williams College
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NC Introduction All 1.5 NC Networke
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CSCI 432 Operating Systems, William
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OS Security and Protection Access c
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Assignment Five: Memory management
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Programming Language: C Assignment
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Parallel Programming Principle and
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PD Parallel Algorithms, Analysis, a
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• Grama, A., Gupta, A., Kumar V.
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Body of Knowledge coverage For each
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1: Map-reduce for CS1/WMR 2: Multic
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What is the format of the course Co
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Csc 453: Translators and Systems So
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CSCI 434T: Compiler Design, William
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AR Machine-level representation of
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Languages and Compilers, Utrecht Un
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COMP 412: Topics in Compiler Constr
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separate compilation is the key fea
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programming languages. A major them
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CSCI 1730: Introduction to Programm
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CSC 2/454: Programming Language Des
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PL Runtime Systems Data layout; sto
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How are students assessed Over 10 w
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Programming Languages and Technique
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esults from programming language th
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PL Event-driven and Reactive Progra
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Overall, students learn the followi
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PL Type systems Compositional type
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What is the format of the course Th
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Introduction to Computer Science, H
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PD PD/Parallelism Fundamentals Para
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• Analytical Reasoning: Assertion
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CS1101: Introduction to Program Des
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Finally, the design process from
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documentation activity that occurs
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SE Software Validation and Verifica
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Cloud computing and the shift in th
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SE-2890 Software Engineering Practi
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Software Development, Quinnipiac Un
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• Networking subsystem focusing o
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SF Input/output Programmed data tra
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◦ C preprocessors, multifile prog
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Ethics in Technology (IFSM304), Uni
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Analyze basic logical fallacies in
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Specific topics include: • Capaci
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Additional topics The sustainabilit
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How are students assessed The basic
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Ethics & the Information Age (CSI 1
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SP Intellectual Property Overview a
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privacy. Students are asked to shar
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The Digital Age, Grinnell College G
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AR Digital logic and digital system
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COS 126: General Computer Science,
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Prospective computer science majors
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CSCI 0190: Accelerated Introduction
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An Overview of the Two-Course Intro
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Course textbooks and materials Free
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programming (scripting) is covered
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One way to document this spiral app
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3. Data types and structures 1. pri
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◦ Comparison of results for small
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Appendix D: Curricular Exemplars Th
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Bluegrass Community and Technical C
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Knowledge Units in a Typical Major
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Notation: < 25% of KU covered # 25-
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Appendix: Information on Individual
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Curricular Analysis The Knowledge U
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management, the Internet, e-mail, t
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Mathematical Foundations (two desig
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Multi-paradigm, Introductory Sequen
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Additional Comments Although the ex
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CSC 312 - Implementation of Program
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• Biocomputation • Unspecialize
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Additional Comments We instituted a
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CS 145: Introduction to Databases T
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Williams College Department of Comp
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Possible Curricular Revisions Note
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CSCI 237 - Computer Organization Th
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surface scattering functions, binar
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A Cooperative Project of
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