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Computing Curriculum Computer Engineering (Ccce) A Model For Computer Engineering Curricula In The Next Decade

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Conference

2004 Annual Conference

Location

Salt Lake City, Utah

Publication Date

June 20, 2004

Start Date

June 20, 2004

End Date

June 23, 2004

ISSN

2153-5965

Conference Session

Accreditation and Related Issues in ECE

Page Count

8

Page Numbers

9.332.1 - 9.332.8

Permanent URL

https://peer.asee.org/13495

Download Count

34

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Paper Authors

author page

Victor Nelson

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

Session 2532

COMPUTING CURRICULUM - COMPUTER ENGINEERING (CCCE) A MODEL FOR COMPUTER ENGINEERING CURRICULA IN THE NEXT DECADE Victor P. Nelson1, David L. Soldan2, Andrew McGettrick3, John Impagliazzo4, Pradip Srimani5, Mitchell D. Theys6 and Joseph L. A. Hughes7 1 Auburn Univ./ 2Kansas State Univ./ 3Univ. of Strathclyde/ 4Hofstra Univ./ 5 Clemson Univ./ 6Univ. of Illinois at Chicago/ 7Georgia Inst. of Technology

Abstract

In the fall of 1998, the Computer Society of the Institute for Electrical and Electronic Engineers (IEEE-CS) and the Association for Computing Machinery (ACM) established the Joint Task Force on Computing Curricula 2001 (CC2001) to undertake a major review of curriculum guidelines for undergraduate programs in computing. The effort was to match the latest developments of computing technologies in the past decade and last through the next decade [1]. The “Computing Curriculum 1991” [2] and other previous efforts of the IEEE-CS and ACM did not distinguish computer science from computer engineering programs. The IEEE-CS and ACM established the Computing Curriculum - Computer Engineering (CCCE) Task Force in 2001 to develop a separate volume on computer engineering curricula to complement the CC2001 report. Other task forces also emerged to prepare separate volumes for computer science, information systems, information technology, and software engineering.

The work of the CCCE Task Force appears as a report available for review on the web [3]. This report has undergone extensive review, including an NSF-sponsored workshop. By the time of this conference, the final report will have been presented to the IEEE-CS and ACM, and made available for distribution. This paper presents an overview of that report.

The Computing Curriculum - Computer Engineering (CCCE) Report

One must understand the nature of a discipline and its needs before designing a curriculum to produce graduates who can work effectively in that discipline. The CCCE report begins by discussing computer engineering as a discipline, including an overview of how the field of computer engineering has evolved, characteristics of computer engineering graduates, and the corresponding curricular preparation required to practice computer engineering.

Computer engineering embodies the science and technology of design, construction, implementation, and maintenance of software and hardware components of modern computing systems and computer-controlled equipment. Computer engineering has traditionally occupied the territory that lies at the interface between computer science and electrical engineering. It evolved over the past three decades as a separate, although intimately related, discipline. Computer engineering is solidly grounded in the theories and principles of computing, mathematics, science, and engineering and it applies these theories and principles to solve

Proceedings of the 2004 American Society for Engineering Education Annual Conference and Exposition Copyright © 2004, Amerian Society for Engineering Education

Nelson, V. (2004, June), Computing Curriculum Computer Engineering (Ccce) A Model For Computer Engineering Curricula In The Next Decade Paper presented at 2004 Annual Conference, Salt Lake City, Utah. https://peer.asee.org/13495

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