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Computing Curricula 2001: Computer Engineering

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Conference

2002 Annual Conference

Location

Montreal, Canada

Publication Date

June 16, 2002

Start Date

June 16, 2002

End Date

June 19, 2002

ISSN

2153-5965

Conference Session

Undergraduate Research and New Directions

Page Count

3

Page Numbers

7.321.1 - 7.321.3

DOI

10.18260/1-2--10442

Permanent URL

https://peer.asee.org/10442

Download Count

349

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Paper Authors

author page

Pradip Srimani

author page

Joseph Hughes

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

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As with the other volumes, the computer engineering body of knowledge is organized hierarchically into three levels: disciplinary sub fields (e.g., digital logic), units or thematic modules within an area (e.g., switching theory) and topics (lowest hierarchical level within a unit, e.g., number systems). Units are designated “core” (to be covered in all computer engineering programs) and “elective” (inclusion depends on program objectives). The committee also has developed a list of principles that will guide the entire curriculum development process and plans to provide guidelines on expected characteristics of graduates, the role of professional practice, mathematics and science requirements, and implementation issues. While there will be many ways to organize and present the material from the body of knowledge, the finished volume will provide examples of successful implementations in the form of courses and curricula.

The usefulness of the finished volume depends heavily on its acceptance and usefulness across the full range of computer engineering programs. Committee members, listed in Table 1, were selected to encompass a variety of technical specialties within computer engineering, electrical engineering, and computer science. Their institutions and programs are reflective of the diversity among academic institutions. Several members of the committee are actively involved in engineering accreditation or have experience in academic administration. Additionally, contributions to specific elements of the body of knowledge have been solicited from other individuals and the draft document will be available for review by educators and practitioners in the discipline.

Table 1. Members of the CC2001 Computer Engineering Committee. Dave Soldan (chair), Kansas State University Joseph Hughes, Georgia Institute of Technology Mitch Theys (editor), Univ. of Illinois at Chicago Bob Klenke, Virginia Commonwealth University Jim Aylor, University of Virginia Andrew McGettrick, U. of Strathclyde (Scotland) Alan Clements, University of Teesside (England) Danial Neebel, Loras College Gerald Engel, University of Connecticut Victor Nelson, Auburn University Ron Hoelzeman, University of Pittsburgh Bob Sloan, University of Illinois at Chicago John Impagliazzo, Hofstra University Pradip Srimani, Clemson University Esther Hughes, Virginia Commonwealth University Murali Varanasi, University of South Florida

The CC2001 computer science volume was approved in December 2001 and the goal is to complete the final draft of the computer engineering volume by the end of 2002. A “strawman” draft, including both the computer engineering body of knowledge and major report sections, is planned for approximately the time of the 2002 ASEE Annual Conference. The conference presentation will describe the overall project, the status of the computer engineering volume, and plans for review of the volume. It also will provide an opportunity for members of the computer engineering community to provide suggestions and comments on the computer engineering volume and to participate in the review process.

[1] http://www.computer.org/education/cc2001/

Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright Ó 2002, American Society for Engineering Education

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Srimani, P., & Hughes, J. (2002, June), Computing Curricula 2001: Computer Engineering Paper presented at 2002 Annual Conference, Montreal, Canada. 10.18260/1-2--10442

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2002 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015