CS2013-final-report

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How are students assessed The basic grading scheme is designed to emphasize student participation, writing and reflection. Students are expected to spend 9-12 hours per week on outside classwork: Homework and class participation…………………………. 40% All classroom discussions Quizzes/short writing assignments on readings Web-based forum discussion postings Essays on specified topics………………………………………30% Ethical analyses of given situations Exams……………………………………………………………30% Take-home midterm In-class <strong>final</strong> Course textbooks and materials Current textbook is Brinkman & Sanders, Ethics in a Computing Culture, which is supplemented by Abelson et al, Blown to Bits, available free of charge in pdf format from bitsbook.com. These books are supplemented heavily by current and recent articles from the New York Times, Atlantic Monthly, Technology Review, New Yorker, Chicago Tribune (local), Huffington Post, etc. Readings on computer ethics theory come from the ACM and IEEE digital libraries as well as other sources. We also make use of a variety of websites, including those sponsored by civil liberties organizations (e.g., eff.org, aclu.org), privacy advocacy groups (e.g., epic.org, privacyrights.org), intellectual property rights groups, free/open source advocates (e.g., fsf.org), government sites (e.g., ftc.gov, fcc.gov); we also draw from ethics education sites such as Michael Sandel’s Justice website (justiceharvard.org) and Lawrence Hinman’s ethics education site (ethics.sandiego.edu). Additionally, we reference a library collection of books and films on a variety of computer ethics and social impact themes. Why do you teach the course this way The overarching goal is to educate students about the practice of professional ethics in the computing field. We situate the special problems faced by computer professionals in the context of widespread computer usage and society’s ever-growing dependence on computer technology. We work to develop within our students the critical thinking skills required to identify ethical issues and apply the tools of ethical analysis to address them. Students find this course to be very demanding; they almost always outside their comfort zones. The curriculum for Issues in Computing was last reviewed in 2010. Body of Knowledge coverage KA Knowledge Unit Topics Covered Hours SP Social Context All 6 SP Analytical Tools All 6 SP Professional Ethics All 6* SP Intellectual Property All 6 SP Privacy/Civil Liberties All 6 SP SP Professional Communication** Economies of Computing** Dynamics of oral, written, electronic team communication Communicating effectively with stakeholders Dealing with cross-cultural environments Trade-offs of competing risks in software projects Effect of skilled labor supply & demand on quality of products Impacts of outsourcing & off-shoring software development on employment Consequences of globalization on the computing profession Differences in access to computing resources and their effects SP Security Policies, Laws, All 3 Computer Crime *Overlaps many other topics – these instructional hours are dedicated to the topic of professional ethics **Topics missing from these Knowledge Units are found in other courses in our curriculum, most notably our Software Engineering course and our Capstone Professional Practice Seminar. 3 6 - 431 -
Other comments Many topics in this course can be integrated throughout the computing curriculum in a manner suggested by the cross-listings in <strong>CS2013</strong> document. This integration can nicely complement a stand-alone course as described here. At its core, this course is interdisciplinary, drawing content and pedagogy from computer science, philosophical ethics, sociology, psychology, law and other disciplines. There is great value in placing primary responsibility for this course on the computing faculty, who are recognized by students as content experts who know the computing field’s potentials, limitations and realities. The primary instructor can be joined by faculty members from other disciplines in the delivery of the course. - 432 -
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Computer Science Curricula 2013 Cur
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Computer Science Curricula 2013 Cop
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CS2013 Steering Committee ACM Deleg
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Chapter 5: Introductory Courses ...
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CC152: Computer Architecture and En
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Programming Languages and Technique
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Chapter 1: Introduction ACM and IEE
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KA subcommittee Chairs (as members
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Knowledge Areas The CS2013 Body of
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of the implications of social respo
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Manaris (College of Charleston), Sa
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Chapter 2: Principles Early in its
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novel, interesting, and effective w
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Appreciation of the interplay betwe
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to be able to communicate with, and
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● The learning outcomes and hour
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● Many strong computer-science cu
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include appropriate elective materi
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We use three levels of mastery, def
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Parallel and Distributed Computing
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select topics from Tier-2 (to inclu
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common“CS0” courses: precursor
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Tradeoffs: A programming-focused in
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Parallel Processing Traditionally,
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Chapter 6: Institutional Challenges
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Computer Science Across Campus An a
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programs do not have an explicit li
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accessible, building interdisciplin
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provide for assessing the effective
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AL. Algorithms and Complexity (19 C
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[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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Page 402 and 403: Finally, the design process from
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Page 408 and 409: SE Software Validation and Verifica
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Page 428 and 429: Analyze basic logical fallacies in
Page 430 and 431: Specific topics include: • Capaci
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Page 444 and 445: AR Digital logic and digital system
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Page 450 and 451: CSCI 0190: Accelerated Introduction
Page 452 and 453: An Overview of the Two-Course Intro
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Page 464 and 465: ◦ Comparison of results for small
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Page 476 and 477: Curricular Analysis The Knowledge U
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Mathematical Foundations (two desig
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Multi-paradigm, Introductory Sequen
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Notation: < 25% of KU covered # 25-
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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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Knowledge Units in a Typical Major
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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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Knowledge Units in a Typical Major
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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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