CS2013-final-report

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programming (scripting) is covered in the first course and object-oriented design is covered in this second, is proving much more successful. Body of Knowledge coverage KA Knowledge Unit Topics Covered Hours SDF Algorithms and Design all topics (including recursion, encapsulation, information hiding) 4 SDF Fundamental Programming Concepts all topics (including recursion) 4 SDF Fundamental Data Structures all topics, with the possible exception of priority queues, sets and maps (which are covered in the subsequent Data Structures course) 5 SDF Development Methods all topics 6 PL Object-Oriented Programming all topics 9 PL Basic Type Systems reference types; generic types 2 AL Basic Analysis best/average/worst case behavior; asymptotic analysis; Big O; empirical measurement 3 AL Fundamental Data Structures and Algorithms sequential and binary search; O(N 2 ) sorts, O(N log N) sorts 4 SE Software Design design principles; structure & behavior 1 SE Software Construction defensive coding; exception handling 1 SE Software Verification and Validation verification & validation; testing fundamentals (unit testing, test plan creation) 1 - 453 -
An Overview of the Mulit-paradigm Three-course CS Introduction at Grinnell College Consistent with both CS 2008 and CS 2013, the CS program at Grinnell College follows a multi-paradigm approach in its introductory curriculum. Since each course emphasizes problem solving following a specified paradigm, students gain practice by tackling a range of problems. Toward that end, the first two courses utilize application themes to generate interesting problems and generate interest in interdisciplinary connections of computer science. The following list outlines some main elements of this approach: CSC 151: Functional Problem Solving (CS1) • Primary Paradigm: Functional problem solving • Supporting language: Scheme • Application area: image processing, media scripting CSC 161: Imperative Problem Solving and Data Structures (CS2) • Primary Paradigm: Imperative problem solving • Supporting language: C (no objects as in C++) • Application area: robotics CSC 207: Algorithms and Object-Oriented Design (CS3) • Primary Paradigm: Object-oriented problem solving • Supporting language: Java • Application areas: several large-scale problems Audience: As with many liberal arts colleges, incoming students at Grinnell have not declared a major. Rather students devote their first and/or second year to exploring their possible interests, taking a range of introductory courses, and developing a general background in multiple disciplines. Often students in introductory computer science are taking courses because of some interest in the subject or because they think some contact with computing might be important for their future activities within a technological society. An important role of the introductory courses, therefore, is to generate interest in the discipline. Although some students enter Grinnell having already decided to major in computer science, over half of the CS graduates each year had not initially considered CS as a likely major. Rather, they became interested by the introductory courses and want to explore the discipline further with more courses. Pedagogy: Each class session of each course meets in a lab, and each course utilizes many collaborative lab exercises throughout a semester. Generally, CSC 151 schedules a lab almost every day, with some introductory comments at the start of class. CSC 161 is composed of about eight 1.5-2 week modules, in which each module starts with a lecture/demonstration, followed by 3-5 labs, and concluded by a project. CSC 207 contains about the same number of class days devoted to lecture as to lab work. Throughout, students work in pairs on labs, and the pairs typically are changed each week. Students work individually on tests and on some additional homework (usually programming assignments). Spiral Approach for Topic Coverage: The multi-paradigm approach allows coverage of central topics to be addressed incrementally from multiple perspectives. One course may provide some introductory background on a subject, and a later course in the sequence may push the discussion further from the perspective of a different problem-solving paradigm. For example, encapsulation of data and operations arises naturally as higher-order procedures within functional problem solving and later as classes and objects within object-oriented problem solving. - 454 -
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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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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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Page 428 and 429: Analyze basic logical fallacies in
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Page 440 and 441: privacy. Students are asked to shar
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Page 444 and 445: AR Digital logic and digital system
Page 446 and 447: COS 126: General Computer Science,
Page 448 and 449: Prospective computer science majors
Page 450 and 451: CSCI 0190: Accelerated Introduction
Page 452 and 453: An Overview of the Two-Course Intro
Page 454 and 455: Course textbooks and materials Free
Page 458 and 459: One way to document this spiral app
Page 460 and 461: 3. Data types and structures 1. pri
Page 464 and 465: ◦ Comparison of results for small
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Page 468 and 469: Bluegrass Community and Technical C
Page 470 and 471: Knowledge Units in a Typical Major
Page 472 and 473: Notation: < 25% of KU covered # 25-
Page 474 and 475: Appendix: Information on Individual
Page 476 and 477: Curricular Analysis The Knowledge U
Page 482 and 483: management, the Internet, e-mail, t
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Page 492 and 493: Additional Comments Although the ex
Page 494 and 495: CSC 312 - Implementation of Program
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Page 504 and 505: 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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Notation: < 25% of KU covered # 25-
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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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