the status and computer science accreditation and curriculum in the u.s. 2001 dr. willis k. king...

The Status and Computer The Status and Computer Science Accreditation and Science Accreditation and

Curriculum in the U.S. Curriculum in the U.S. 20012001

Dr. Willis K. KingDr. Willis K. King2002 IEEE Computer Society President2002 IEEE Computer Society President

1994-1996 CSAB President1994-1996 CSAB President

IEEECOMPUTER SOCIETY

the leading provider of technical information and services to theworld’s computing professionals.

IEEE Computer Society

the world's oldest and largest association of computing professionals with 100,000 members worldwide


Exclusive Offer to Region 9 Exclusive Offer to Region 9 (Latin America)(Latin America)

Special package for new student membersSpecial package for new student members Reduced fee - $20 full year instead of $31Reduced fee - $20 full year instead of $31

$10 half year instead of $16$10 half year instead of $16

• Full Student membership benefitFull Student membership benefit

PlusPlus

Free access to the Digital Library – A Free access to the Digital Library – A $49$49 value exclusively for Region 9 Students!value exclusively for Region 9 Students!


Exclusive Offer to Region 9 Exclusive Offer to Region 9 (Latin America)(Latin America)

Students Students mustmust submit their membership submit their membership applications and fees through their faculty applications and fees through their faculty advisors.advisors.

Faculty advisors collect student applications Faculty advisors collect student applications together with the fees and send them together with the fees and send them in batchesin batches to to the the IEEE Computer Society HQ’s .IEEE Computer Society HQ’s .

A faculty Advisor who submits 5 or more student A faculty Advisor who submits 5 or more student applications (in a batch) will also receive a free applications (in a batch) will also receive a free subscription of MDLS for the year – a subscription of MDLS for the year – a $99$99 value! value!

The faculty advisor must be a member or affiliate The faculty advisor must be a member or affiliate member of the IEEE Computer Society.member of the IEEE Computer Society.


Topics of DiscussionTopics of Discussion

Integration of CSAC into ABET

Accreditation Criteria 2000

Curricula 2001


Motivation for the IntegrationMotivation for the Integration

To serve the public better To serve the public better To build a stronger organizationTo build a stronger organization To resolve potential conflictTo resolve potential conflict


To Serve the Public BetterTo Serve the Public Better

Institutions interacting with one Institutions interacting with one accreditation agencyaccreditation agency

Alleviate problems in dual Alleviate problems in dual accreditationaccreditation

Reducing the cost of accreditation Reducing the cost of accreditation


Building a Stronger Building a Stronger OrganizationOrganization

Economy in sizeEconomy in size Computing under one roofComputing under one roof International issuesInternational issues


To Resolve Potential ConflictTo Resolve Potential Conflict

Which organization is to accredit Which organization is to accredit software engineering programs?software engineering programs?

There may be many new programs There may be many new programs that can be accredited by either that can be accredited by either agency.agency.


HistoryHistory

1971 ABET accredited the first 1971 ABET accredited the first computer engineering programscomputer engineering programs

1986 CSAB accredited the first 1986 CSAB accredited the first computer science programscomputer science programs

1989 COPA decision led to dual 1989 COPA decision led to dual accreditation problemaccreditation problem


Major outcome of Integration(I)

CSAB will become a participating body of the new organization and may have representation on any or all of its accreditation commissions


Major outcome of Integration(II)

Software engineering will be the responsibility of the Engineering Accreditation Commission. CSAB will be the lead society for software engineering accreditation and the IEEE will be a co-operating society


Major outcome of Integration (III)

A new commission, the computing sciences accreditation commission, will be formed. CSAB will be the lead society for computer science and, as appropriate, for other computing programs (e.g., Information sciences)


Major outcome of Integration (IV)

Programs which involve more than one of the various accreditation commissions (e.g. computer science and engineering) will be evaluated by a single, combined team and will only require a single visit


Status of IntegrationStatus of Integration

2000-2001 cycle is a transition 2000-2001 cycle is a transition year.year.

CSAC will be fully integrated CSAC will be fully integrated into ABET stating with the into ABET stating with the next accreditation cycle.next accreditation cycle.


Criteria 2000 – C2YCriteria 2000 – C2Y

Emphasis on Outcome AssessmentEmphasis on Outcome Assessment


Background on C2KBackground on C2KHistory -1History -1

1995-96 major review of Criteria to examine1995-96 major review of Criteria to examine qualityquality currencycurrency alignment with national emphasis on assessmentalignment with national emphasis on assessment

Investigated in detail approaches byInvestigated in detail approaches by AACSB (Business)AACSB (Business) ABET (Engineering)ABET (Engineering) NCATE (Teaching)NCATE (Teaching)

CSAC determined it was appropriate to CSAC determined it was appropriate to proceedproceed


Background on C2KBackground on C2KAA BriefBrief History History

1995 - 971995 - 97 Broad input on initial criteriaBroad input on initial criteria

1997 - 981997 - 98 2 pilot programs using Version 0.62 pilot programs using Version 0.6

1998 - 991998 - 99 Version 0.8 used for 5 pilot programsVersion 0.8 used for 5 pilot programs

The future (2000 - 01)The future (2000 - 01) Full deploymentFull deployment


Background on C2KBackground on C2KPrinciplesPrinciples

Emphasis on Emphasis on Outcome AssessmentOutcome Assessment Retain the strengths of the existing Retain the strengths of the existing

Criteria.Criteria. Clean up the Criteria.Clean up the Criteria. Recognize that the Criteria are Recognize that the Criteria are

minimumminimum criteria. criteria. Avoid prescriptive standards.Avoid prescriptive standards.


C2K Evaluative Criteria C2K Evaluative Criteria StructureStructure

Two documentsTwo documents CriteriaCriteria for Accrediting CS Programs in the US for Accrediting CS Programs in the US

seven categoriesseven categories each category is divided intoeach category is divided into

IntentIntent StandardsStandards

GuidanceGuidance for Interpreting Criteria CS Programs in the for Interpreting Criteria CS Programs in the USUS

seven sectionsseven sections one per criteria categoryone per criteria category

contents mapped to specific contents mapped to specific StandardsStandards


Evaluative CriteriaEvaluative Criteria StructureStructure

seven are evaluative categoriesseven are evaluative categories Program design and levelProgram design and level FacultyFaculty CurriculumCurriculum Laboratory and Computing ResourcesLaboratory and Computing Resources StudentsStudents Institutional SupportInstitutional Support Application of CriteriaApplication of Criteria


Criteria C2K Overview Criteria C2K Overview What is an What is an IntentIntent statement statement??

defines the underlying principles found in defines the underlying principles found in a program that conforms to the a program that conforms to the IntentIntent

a program does not have to meet the letter a program does not have to meet the letter of standard to meet the of standard to meet the IntentIntent of a of a categorycategory alternative means of meeting intent of the category are alternative means of meeting intent of the category are

acceptableacceptable the burden of proof of equivalent educational value the burden of proof of equivalent educational value

rests with the institutionrests with the institution


Criteria C2K Overview Criteria C2K Overview Example of an Intent StatementExample of an Intent Statement

Category: FacultyCategory: Faculty

““ALL faculty members are current and ALL faculty members are current and active in the discipline and have the active in the discipline and have the necessary technical breadth and depth to necessary technical breadth and depth to support a modern computer science support a modern computer science program. There are enough faculty to program. There are enough faculty to cover the curriculum reasonably and to cover the curriculum reasonably and to allow an appropriate mix of teaching and allow an appropriate mix of teaching and scholarly activityscholarly activity.”.”


Criteria C2K Overview Criteria C2K Overview The StandardsThe Standards

detailed description in a series of statements detailed description in a series of statements of how to minimally meet of how to minimally meet IntentIntent

are both qualitative and quantitativeare both qualitative and quantitative

define define minimumminimum essential elements essential elements

statements are explicitly enumerated, i.e., one statements are explicitly enumerated, i.e., one sentence eachsentence each

departures considered - institution must departures considered - institution must demonstrate equivalent value in meeting thedemonstrate equivalent value in meeting the IntentIntent of the category of the category


Criteria C2K Overview Criteria C2K Overview Examples of StandardsExamples of Standards

Category: FacultyCategory: Faculty

Three of the nine standards in the category:Three of the nine standards in the category: ““III-1. There must be enough full-time faculty with primary III-1. There must be enough full-time faculty with primary

commitment to the program to provide continuity and commitment to the program to provide continuity and stability.”stability.”

““III-6. All faculty members must have a level of III-6. All faculty members must have a level of competence that would normally be obtained through competence that would normally be obtained through graduate work in computer science.”graduate work in computer science.”

““III-8. All full-time faculty must have sufficient time for III-8. All full-time faculty must have sufficient time for scholarly activities, professional development and scholarly activities, professional development and advising.”advising.”


Criteria C2K Overview Criteria C2K Overview What is Guidance?What is Guidance?

explains relationship between explains relationship between IntentIntent and and StandardsStandards

provides guidance in the application of standardsprovides guidance in the application of standards

generally expresses norms for meeting a generally expresses norms for meeting a Standard Standard

an institution which departs from the norm must an institution which departs from the norm must demonstrate how the approach taken meets the demonstrate how the approach taken meets the IntentIntent of the of the StandardsStandards

sections correspond to the sections correspond to the CriteriaCriteria document document

each each GuidanceGuidance item indicates the item indicates the Standard Standard it it supportssupports


Criteria C2K Overview Criteria C2K Overview Example of GuidanceExample of Guidance

Category: FacultyCategory: Faculty Two of 13 items guidance items:Two of 13 items guidance items:

““2. Typically, a program should have a minimum of 2. Typically, a program should have a minimum of five FTE, of which four should be full-time faculty five FTE, of which four should be full-time faculty with primary commitment to the program. [III-1, III-4]”with primary commitment to the program. [III-1, III-4]”

““8. The equivalent of graduate work in computer 8. The equivalent of graduate work in computer science can be demonstrated by relevant research, science can be demonstrated by relevant research, thesis supervision, a history of attendance at thesis supervision, a history of attendance at relevant technical conferences, auditing of graduate relevant technical conferences, auditing of graduate classes, or extensive software design and classes, or extensive software design and development experience. [III-6]”development experience. [III-6]”


Differences Between Previous Differences Between Previous Criteria and Criteria C2KCriteria and Criteria C2K

Additional emphasis on mission, Additional emphasis on mission, objectives of the college, program and objectives of the college, program and curriculum and assessmentcurriculum and assessment

IntentIntent provides explicit means for latitude provides explicit means for latitude in interpretationin interpretation

Where appropriate, many former Where appropriate, many former quantitative criteria included as quantitative criteria included as GuidanceGuidance

Few other significant substantive changesFew other significant substantive changes


How to Apply Criteria C2KHow to Apply Criteria C2K To be accredited, a program must meet To be accredited, a program must meet

the Intent of each categorythe Intent of each category The Intent of a category can be met byThe Intent of a category can be met by

meeting all the Standards in the categorymeeting all the Standards in the category an alternative implementationan alternative implementation

Guidance helps programs and evaluators Guidance helps programs and evaluators understand how Standards can be metunderstand how Standards can be met it is not prescriptiveit is not prescriptive a program can meet a Standard in way that does not a program can meet a Standard in way that does not

conform to the Guidanceconform to the Guidance


Differences in the Differences in the Accreditation ProcessAccreditation Process

It is incumbent on programs to explain It is incumbent on programs to explain how their implementations meet the how their implementations meet the Intents.Intents.

Visiting Teams have the responsibility toVisiting Teams have the responsibility to assuring that each assuring that each IntentIntent is eitheris either

met by meeting minimum standardmet by meeting minimum standard met via an alternative implementationmet via an alternative implementation

understanding a program’s implementation if a understanding a program’s implementation if a standard standard is not met and evaluating if theis not met and evaluating if the Intent Intent is, nonetheless, is, nonetheless, metmet


For More InformationFor More Information

http://www.csab.orghttp://www.csab.org http://www.abet.orghttp://www.abet.org

http://www.csab.org/

http://www.abet.org/


Curricula 2001 Curricula 2001

The Newest Model Curricula developed The Newest Model Curricula developed by a joint task force of by a joint task force of

IEEE Computer Society andIEEE Computer Society and

ACMACM


Computing Curricula 2001Computing Curricula 2001PrinciplesPrinciples

1.1. Computing has become an extremely broad Computing has become an extremely broad discipline that extends well beyond the discipline that extends well beyond the traditional boundaries of computer science.traditional boundaries of computer science.

2.2. Despite its growing breadth, computing Despite its growing breadth, computing remains an integrated field of study that remains an integrated field of study that draws its foundations from many well-draws its foundations from many well-established disciplines.established disciplines.

3.3. The rapid evolution of the computing The rapid evolution of the computing discipline requires an ongoing review of the discipline requires an ongoing review of the corresponding curriculum.corresponding curriculum.


Computing Curricula 2001Computing Curricula 2001PrinciplesPrinciples

4.4. Curriculum 2001 must go beyond Curriculum 2001 must go beyond knowledge units to offer significant knowledge units to offer significant guidance in terms of individual course guidance in terms of individual course design.design.

5.5. Curriculum 2001 must identify a relatively Curriculum 2001 must identify a relatively small set of core concepts and skills that small set of core concepts and skills that are required of all computing students.are required of all computing students.

6.6. Curriculum 2001 must provide guidelines Curriculum 2001 must provide guidelines for courses beyond the required core.for courses beyond the required core.


Computing Curricula 2001Computing Curricula 2001Principles (Cont’d)Principles (Cont’d)

7.7. Curriculum 2001 must be international in Curriculum 2001 must be international in scope.scope.

8.8. The development of Curriculum 2001 must The development of Curriculum 2001 must involve significant industry participation.involve significant industry participation.

9.9. Curriculum 2001 must include professional Curriculum 2001 must include professional practice as an integral component of the practice as an integral component of the undergraduate curriculum.undergraduate curriculum.

10.10. Curriculum 2001 must include strategies Curriculum 2001 must include strategies and tactics for implementation along with and tactics for implementation along with high level recommendations.high level recommendations.


Development of CC2001Development of CC2001

It involvedIt involved 14 Knowledge Focus Groups14 Knowledge Focus Groups 6 Pedagogy Focus Groups6 Pedagogy Focus Groups

More than 100 people from all over More than 100 people from all over the worldthe world


The Undergraduate CS CoreThe Undergraduate CS Core DS.DS. Discrete StructuresDiscrete Structures 43 core hours43 core hours PF.PF. Programming FundamentalsProgramming Fundamentals 38 core hours38 core hours AL.AL. Algorithms and ComplexityAlgorithms and Complexity 31 core hours31 core hours PL.PL. Programming LanguagesProgramming Languages 21 core hours21 core hours AR.AR. Architecture and OrganizationArchitecture and Organization 36 core hours36 core hours OS.OS. Operating SystemsOperating Systems 18 core hours18 core hours HC.HC. Human-Computer InteractionHuman-Computer Interaction 8 core hours8 core hours GV.GV. Graphics and VisualizationGraphics and Visualization 3 core hours3 core hours IS.IS. Intelligent SystemsIntelligent Systems 10 core hours10 core hours IM.IM. Information ManagementInformation Management 10 core hours10 core hours NC.NC. Net-Centric ComputingNet-Centric Computing 15 core hours15 core hours SE.SE. Software EngineeringSoftware Engineering 31 core hours31 core hours SP.SP. Social and Professional IssuesSocial and Professional Issues 16 core hours16 core hours TotalTotal 280 core hours280 core hours


Changes in the CS Core from Changes in the CS Core from CC’91CC’91

The required core is now smaller (280 vs. ~323 The required core is now smaller (280 vs. ~323 hours)hours)

Coverage of architecture, algorithms, operating Coverage of architecture, algorithms, operating systems, and programming languages has been systems, and programming languages has been reducedreduced

Coverage of graphics, HCI, and networking has Coverage of graphics, HCI, and networking has been expandedbeen expanded

We have emphasized that the core no longer We have emphasized that the core no longer constitutes a complete curriculum, but must be constitutes a complete curriculum, but must be supplemented by additional topics appropriate supplemented by additional topics appropriate to the specific programto the specific program


Core of ComputingCore of ComputingThe core consists of those topics for which there is a broad consensus that the topic is essential to undergraduate degrees that include computer science, computer engineering, software engineering, and other similarly named programs.

This definition is meant to encompass the essential requirements common to all undergraduate programs. At the same time, the core does not constitute a complete undergraduate curriculum, but must be supplemented by additional courses that may vary by institution, field of study, or individual student.


Structure of the Curricular Structure of the Curricular OptionsOptions

Introductorycourses

Transition

Intermediatecourses

Advancedcourses

firstImperative

firstObjects

firstFunctional

firstBreadth

firstAlgorithms

firstHardware

approachTopic-based

approachCompressed

approachSystems-based

approachWeb-based

Additional courses used to complete the undergraduate program

Specific material needed to match introductory and intermediate course strategies (possibly an additional course and minor adjustments to topic coverage)


Computing Curricula 2001

Volume V Information Systems

Association for Computing Machinery Association for Information Systems


Volume IV Software Engineering

The Joint Task Force on

Software Engineering Education Project

(SWEEP)


Volume III Computer Engineering

The Joint Task Force on Computing Curricula

IEEE Computer Society Association for Computing

Machinery


Volume II Computer Science


IEEE Computer Society Association for Computing

Machinery


Volume I Overview


IEEE Computer Society Association for Computing Machinery

The overview document is common to all computing disciplines and describes the general principles that underlie the specific disciplinary reports.

The reports on the Computer Science and Computer Engineering will be published by the CC2001 Task Force itself as part of its overall charter.

These reports—perhaps with additional volumes for other disciplines—will be prepared in consultation with existing curriculum committees in these areas. In many cases, these committees have already published curriculum guidelines that can easily be incorporated into the CC2001 structure.


For More InformationFor More Information

http://www.computer.orghttp://www.computer.org

http://www.computer.org/

ThanksThanksQuestions?Questions?


Putting it together…Putting it together…

IEEE-CSACMSWECC

CpE

SWEBOK

CC-2001

EB EAB

FIESIGCSE

ACSCIPSCPE

IS 2000

ABET

CSAB

IEEEISO

MOE/FranceMOE/China

SWEEP

IFIP

MOE/Japan


C2K Decision & Reporting C2K Decision & Reporting FlowFlow

Are there alternate means to

satisfy Intent?

Are any Standards not

satisfied?

Are there any concerns

?

Yes

No Yes

Report“Intent of category not met”Note which unsatisfied Standards most strongly relate to failure to meet Intent and whyState, “No alternate means provided to satisfy Intent”NB: Do not report a “deficiency” with respect to a Standard

No

Yes

No

ReportIntent of category is metNote any alternate means of satisfying Intent for any Standards not satisfied

ReportIntent of category is metNote the concernsNote any alternate means of satisfying Intent for any Standards not satisfied

Within a Category gather data with respect to Standards


Computing Curricula 2001Computing Curricula 2001Pedagogy Focus Groups Pedagogy Focus Groups

Introductory topics and coursesIntroductory topics and courses Supporting topics and courses Supporting topics and courses The computing core The computing core Professional practices Professional practices Advanced study and undergraduate Advanced study and undergraduate

researchresearch Computing across curriculaComputing across curricula


Knowledge Area Focus GroupsKnowledge Area Focus GroupsKFG CharterKFG Charter

Chaired by Pradip SrimaniChaired by Pradip Srimani Review and define the scope of the Review and define the scope of the

focus areafocus area Finalize the associated list of Finalize the associated list of

knowledge unitsknowledge units Comment on the three processes of Comment on the three processes of

theory, abstraction, and design theory, abstraction, and design described in CC-91described in CC-91


KFG Charter (cont’d)KFG Charter (cont’d)

Specify mathematics requirementsSpecify mathematics requirements Highlight changes made to CC-91Highlight changes made to CC-91 14 KFGs had been identified; most 14 KFGs had been identified; most

recently IS had been reestablished; HC recently IS had been reestablished; HC is being reorganized; distributed is being reorganized; distributed systems added to NC; Multimedia systems added to NC; Multimedia added to GVadded to GV


KFG Charter (cont’d)KFG Charter (cont’d)

Separate the knowledge units into two or Separate the knowledge units into two or three levels, comprising the core, the three levels, comprising the core, the intermediate, and the advanced subject intermediate, and the advanced subject mattermatter

Based on the knowledge units, suggest Based on the knowledge units, suggest model courses and corresponding lecture or model courses and corresponding lecture or lab hours, with specific course objectives lab hours, with specific course objectives and expected learning outcomesand expected learning outcomes


HistoryHistory

1990 ABET and CSAB defined rules 1990 ABET and CSAB defined rules and procedures of dual accreditationand procedures of dual accreditation

1994 establishment of study group to 1994 establishment of study group to facilitate dual accreditationfacilitate dual accreditation

1995 study group recommended 1995 study group recommended mergermerger

1995 establishment of merger task 1995 establishment of merger task forceforce


HistoryHistory

1996 task force established framework 1996 task force established framework for mergerfor merger

1997 feedback from constituents 1997 feedback from constituents resulted new approachresulted new approach

1998 guidelines for integration agreed 1998 guidelines for integration agreed upon by all major organizationupon by all major organization

the status and computer science accreditation and curriculum in the u.s. 2001 dr. willis k. king...

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