2 baccalaraute profile in computing

This document presents recommendations as a suggested model for transforming computing education at the baccalaureate level. We believe that any graduate from a baccalaureate program in computing must display the following attributes:

u (a) An ability to apply knowledge of computing, mathematics, the humanities, and social sciences appropriate to the discipline;

u (b) An ability to analyze a problem, and identify and define the computing requirements appropriate to its solution;

u (c) An ability to design, evolve, implement, and evaluate a computer-based system, process, component, or program to meet desired needs;

u (d) An ability to function effectively on teams to accomplish a common goal, display leadership, and mentor;

u (e) An understanding of professional, ethical and social responsibilities including the ability for self-evaluation;

u (f) An ability to communicate effectively with a range of audiences;

u (g) An ability to analyze the impact of computing on individuals, organizations and society, including ethical, legal, security and global policy issues;

u (h) Recognition of the need for, and an ability to engage in, continuing professional development and develop intellectual maturity;

u (i) An ability to use current techniques, skills, and tools necessary for computing practice;

u (j) An ability to create new products, services, processes, and jobs and for innovation and entrepreneurship;

u (k) General problem solving, critical/logical thinking

u (l) Personal insight

3 matching the abilities of the net generation with the profile

The attributes in second 2 have been formulated with longevity in mind; however, the way in which programs are designed to allow students to achieve the objectives has to depend critically on the attributes of the incoming students.

We have identified certain characteristics of net generation that can be leveraged when they reach campus. These include team work, social interests, general technology skills, excellent communication skills albeit limited to peer to peer, and the use of technology to solve problems albeit in an ad hoc manner.

There are certain limitations that have to be overcome in order for students to successfully achieve programs outcomes. Examples include weak math skills and formal problem solving methodology.

4 Architectural Framework for Computing Curricula

Any curriculum model in computing must cover following areas

4.1 Computing Core

It is important that any program cover the core of computing, although different computing programs may vary as to the level of detail to which the core concepts are covered. We offer the following as suggested preliminary list of core topics

System Theory
Language Theory
Algorithm Design
Hardware
Information
Representation
Abstraction/Modeling
Discrete Mathematics
Statistics

We recommend that further inputs to any effort to define the core of computing be sought from the Ontology project: http://what.csc.villanova.edu/twiki/bin/view/Main/OntologyProject

4.2 Components

Every computing program must cover a set of components, that is, artifacts, resources, such as software, information, hardware, communication, people and organizations, and their interactions, as well concerns such as security and quality that transcend individual components. Again, the type of components covered and the depth to which they are covered will vary from computing discipline to computing discipline.

4.3 Methods

Any program must also cover appropriate methods provide depth of know-how and currency in the discipline.

4.4 System level integrative experience within selected application domain

Finally, the program must allow students the opportunity to integrate the knowledge that they have gathered, and include work on systems development, evaluation and integration in application domains.

5 delivery mechanism

We have tentatively identified two delivery mechanisms for achieving the program outcomes. We believe that both build on the strengths of the net generation, while addressing their weaknesses.

5.1 Continuing interesting and realistic project-based experiences

Project sequences begin in the initial course to introduce core topics. Later courses continue to utilize this project while reinforcing and expanding core topics. Appropriately planned projects will allow “situated learning” in which students are exposed to core concepts as and when needed. Students should also be allowed to repeatedly complete and improve projects under the guidance of a mentor, as this will enable students to develop reflective and self-assessment skills. Ideally, projects involve students from different levels in the program and from different disciplines.

The following barriers must be overcome to implement this learning experience:

Formulating performance expectations - Performance expectations will provide artifacts that can be used in the assessment process
Scheduling – The synchronization of this learning experience with more traditional course may prove difficult
Faculty load – Faculty effort is likely to increase significantly and it may, therefore, prove difficult to insure faculty buy in.

5.2 K-12 Outreach

These students will visit K-12 schools to demonstrate and explain their projects. This allows these students to utilize existing skills that they bring to the program while at the same time building and expanding other necessary skills. In particular, appropriate presentation skills including the creation of websites will be addressed. It provides an indication to prospective students of the excitement of computing and the expectations of students enrolled in computing programs. It therefore is likely to prove a highly successful recruitment tool.

6 Conclusion

This report has presented recommendations for transforming computing education at the baccalaureate level.

1 introduction