CS2013-final-report

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(University of Arkansas at Little Rock), Duane Bailey (Williams College), Doug Baldwin (SUNY Geneseo), Mike Barker (Massachusetts Institute of Technology), Michael Barker (Nara Institute of Science and Technology), Paul Beame (University of Washington), Robert Beck (Villanova University), Matt Bishop (University of California, Davis), Alan Blackwell (Cambridge University), Don Blaheta (Longwood University), Olivier Bonaventure (Université Catholique de Louvain), Roger Boyle (University of Leeds), Clay Breshears (Intel), Bo Brinkman (Miami University), David Broman (Linkoping University), Dick Brown (St. Olaf College), Kim Bruce (Pomona College), Jonathan Buss (University of Waterloo), Netiva Caftori (Northeastern Illinois University, Chicago), Paul Cairns (University of York), Alison Clear (Christchurch Polytechnic Institute of Technology), Curt Clifton (Rose-Hulman and The Omni Group), Yvonne Cody (University of Victoria), Steve Cooper (Stanford University), Tony Cowling (University of Sheffield), Joyce Currie-Little (Towson University), Ron Cytron (Washington University in St. Louis), Melissa Dark (Purdue University), Janet Davis (Grinnell College), Marie DesJardins (University of Maryland, Baltimore County), Zachary Dodds (Harvey Mudd College), Paul Dourish (University of California, Irvine), Lynette Drevin (North- West Universit), Scot Drysdale (Dartmouth College), Kathi Fisler (Worcester Polytechnic Institute), Susan Fox (Macalester College), Edward Fox (Virginia Tech), Eric Freudenthal (University of Texas El Paso), Stephen Freund (Williams College), Lynn Futcher (Nelson Mandela Metropolitan University), Greg Gagne (Wesminister College), Dan Garcia (University of California, Berkeley), Judy Gersting (Indiana University-Purdue University Indianapolis), Yolanda Gil (University of Southern California), Michael Gleicher (University of Wisconsin, Madison), Frances Grodzinsky (Sacred Heart University), Anshul Gupta (IBM), Mark Guzdial (Georgia Tech), Brian Hay (University of Alaska, Fairbanks), Brent Heeringa (Williams College), Peter Henderson (Butler University), Brian Henderson-Sellers (University of Technology, Sydney), Matthew Hertz (Canisius College), Tom Hilburn (Embry-Riddle Aeronautical University), Tony Hosking (Purdue University), Johan Jeuring (Utrecht University), Yiming Ji (University of South Carolina Beaufort), Maggie Johnson (Google), Matt Jones (Swansea University), Frans Kaashoek (Massachusetts Institute of Technology), Lisa Kaczmarczyk (ACM Education Council), Jennifer Kay (Rowan University), Scott Klemmer (Stanford University), Jim Kurose (University of Massachusetts, Amherst), Doug Lea (SUNY Oswego), Terry Linkletter (Central Washington University), David Lubke (NVIDIA), Bill - 17 -
Manaris (College of Charleston), Samuel Mann (Otago Polytechnic), C. Diane Martin (George Washington University), Dorian McClenahan (IEEE-CS), Andrew McGettrick (University of Strathclyde), Morgan McGuire (Williams College), Keith Miller (University of Illinois at Springfield), Tom Murtagh (Williams College), Narayan Murthy (Pace University), Kara Nance (University of Alaska, Fairbanks), Todd Neller (Gettysburg College), Reece Newman (Sinclair Community College), Christine Nickell (Information Assurance Center for Computer Network Operations, CyberSecurity, and Information Assurance), James Noble (Victoria University of Wellington), Peter Norvig (Google), Joseph O'Rourke (Smith College), Jens Palsberg (UCLA), Robert Panoff (Shodor.org), Sushil Prasad (Georgia State University), Michael Quinn (Seattle University), Matt Ratto (University of Toronto), Samuel A. Rebelsky (Grinnell College), Penny Rheingans (University of Maryland, Baltimore County), Carols Rieder (Lucerne University of Applied Sciences), Eric Roberts (Stanford University), Arny Rosenberg (Northeastern and Colorado State University), Ingrid Russell (University of Hartford), Dino Schweitzer (United States Air Force Academy), Michael Scott (University of Rochester), Robert Sedgewick (Princeton University), Helen Sharp (Open University), Robert Sloan (University of Illinois, Chicago), Ann Sobel (Miami University), Carol Spradling (Northwest Missouri State University), John Stone (Grinnell College), Michelle Strout (Colorado State University), Alan Sussman (University of Maryland, College Park), Blair Taylor (Towson University), Simon Thompson (University of Kent), Yan Timanovsky (ACM), Cindy Tucker (Bluegrass Community and Technical College), Ian Utting (University of Kent), Gerrit van der Veer (Open University Netherlands), Johan Vanniekerk (Nelson Mandela Metropolitan University), Christoph von Praun (Georg-Simon-Ohm Hochschule Nürnberg), Rossouw Von Solms (Nelson Mandela Metropolitan University), Henry Walker (Grinnell College), John Wawrzynek (University of California, Berkeley), Charles Weems (University of Massachusetts, Amherst), Jerod Weinman (Grinnell College), David Wetherall (University of Washington), Melanie Williamson (Bluegrass Community and Technical College), Michael Wrinn (Intel) and Julie Zelenski (Stanford University). Additionally, review of various portions of draft <strong>CS2013</strong> <strong>report</strong> took place in several venues, including: the 42nd ACM Technical Symposium of the Special Interest Group on Computer Science Education (SIGCSE-11); the 24th IEEE-CS Conference on Software Engineering Education and Training (CSEET-11); the 2011 IEEE Frontiers in Education Conference (FIE- - 18 -
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 and 12: Programming Languages and Technique
Page 13 and 14: Chapter 1: Introduction ACM and IEE
Page 15 and 16: KA subcommittee Chairs (as members
Page 17 and 18: Knowledge Areas The CS2013 Body of
Page 19: of the implications of social respo
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
Page 63 and 64: Learning Outcomes: 1. Define the cl
Page 65 and 66: Architecture and Organization (AR)
Page 67 and 68: 7. Evaluate the functional and timi
Page 69 and 70: AR/Interfacing and Communication [1
Page 71 and 72:
Computational Science (CN) Computat
Page 73 and 74:
CN/Introduction to Modeling and Sim
Page 75 and 76:
CN/Processing [Elective] The proces
Page 77 and 78:
CN/Data, Information, and Knowledge
Page 79 and 80:
Discrete Structures (DS) Discrete s
Page 81 and 82:
DS/Basic Logic [9 Core-Tier1 hours]
Page 83 and 84:
DS/Graphs and Trees [3 Core-Tier1 h
Page 85 and 86:
Graphics and Visualization (GV) Com
Page 87 and 88:
GV/Fundamental Concepts [2 Core-Tie
Page 89 and 90:
GV/Geometric Modeling [Elective] To
Page 91 and 92:
GV/Visualization [Elective] Visuali
Page 93 and 94:
HCI/Foundations [4 Core-Tier1 hours
Page 95 and 96:
HCI/User-Centered Design and Testin
Page 97 and 98:
Learning Outcomes: 1. Explain basic
Page 99 and 100:
o Game engines o Mobile augmented r
Page 101 and 102:
IAS. Information Assurance and Secu
Page 103 and 104:
OS/Concurrency 1.5 OS/Scheduling an
Page 105 and 106:
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.
Page 111 and 112:
Page 113 and 114:
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
Page 153 and 154:
Page 155 and 156:
• Topologies o Interconnects o Cl
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o Software as a service o Security
Page 159 and 160:
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
Page 193 and 194:
2. Describe the scheduling algorith
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Social Issues and Professional Prac
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understanding of our commitment to
Page 199 and 200:
Learning Outcomes: 1. Evaluate stak
Page 201 and 202:
Learning Outcomes: [Core-Tier1] 1.
Page 203 and 204:
[Elective] 8. Discuss ways to influ
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• Differences in access to comput
Page 207 and 208:
Appendix B: Migrating to CS2013 A g
Page 209 and 210:
and are treated as a topic geared t
Page 211 and 212:
GV The storage of analog signals in
Page 213 and 214:
SDF This new knowledge area pulls t
Page 215 and 216:
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
Page 221 and 222:
IS NC Core-Tier2: • Translate a n
Page 223 and 224:
• Describe at least one design te
Page 225 and 226:
• Explain why the creation of cor
Page 227 and 228:
• Use refactoring in the process
Page 229 and 230:
• Apply simple algorithms for exp
Page 231 and 232:
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
Page 239 and 240:
AL PD advanced data structures algo
Page 241 and 242:
What is the format of the course Th
Page 243 and 244:
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
Page 251 and 252:
Body of Knowledge coverage KA Knowl
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AR Assembly Level Machine Organizat
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Page 257 and 258:
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
Page 269 and 270:
CS109 covers: • Counting • Comb
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CS 250 - Discrete Structures I, Por
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CS 251 - Discrete Structures II, Po
Page 276 and 277:
DS Graphs and Trees Tree, tree trav
Page 278 and 279:
The course gives an overview to a v
Page 280 and 281:
CS371: Computer Graphics, Williams
Page 282 and 283:
Texture mapping, including minifica
Page 284 and 285:
Other materials are: R and RStudio
Page 286 and 287:
3. Assignment (20% + 10%) Due in we
Page 288 and 289:
CO328: Human Computer Interaction,
Page 290 and 291:
Human Computer Interaction, Univers
Page 292 and 293:
Human-Computer Interaction, Stanfor
Page 294 and 295:
Human Information Processing (HIP),
Page 296 and 297:
Software and Interface Design, Univ
Page 298 and 299:
Computer Systems Security (CS-475),
Page 300 and 301:
Page 302 and 303:
Ullman and Widom, 2 nd edition, Pre
Page 304 and 305:
Technology, Ethics, and Global Soci
Page 306 and 307:
SP Professional Communication These
Page 308 and 309:
Page 310 and 311:
Why do you teach the course this wa
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search, probabilistic reasoning, lo
Page 314 and 315:
Students are expected to spend abou
Page 316 and 317:
CS188: Artificial Intelligence, Uni
Page 318 and 319:
Introduction to Artificial Intellig
Page 320 and 321:
Page 322 and 323:
Page 324 and 325:
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Computer Networks, Williams College
Page 328 and 329:
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
Page 334 and 335:
Assignment Five: Memory management
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Page 338 and 339:
Page 340 and 341:
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
Page 400 and 401:
CS1101: Introduction to Program Des
Page 402 and 403:
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
Page 516 and 517:
surface scattering functions, binar
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A Cooperative Project of
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