IT Education Standards

7/30/2019 IT Education Standards

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Information Technology

Education Standards

Jaime D.L. Caro, Ph.D.

President, PSITEProject Leader, VCTI-IT

Associate Professor of Computer Science, UP Diliman


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Based on reports from Association for Computing Machinery (ACM)

Institute of Electrical and Electronics Engineers(IEEE) Computer Society

International Federation for Information Processing(IFIP)

Association for Information Systems (AIS)

Association for Information Technology Professionals(AITP)

We shall also look at policy guidelines from

Philippines Commission on Higher Education

(CHED)


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Standards? Standards for teaching IT

Standards for professional development for

IT educators

Standards for assessment in IT education

Standards for IT content

Standards for IT education programs

Standards for IT education systems


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IT Education Standards

Recommendations versus Standards

Minimum Standards UK benchmarking report recognized that establishing a

minimum standard may discourage both faculty and studentsfrom pushing for excellence beyond that minimum.

To avoid this danger, the UK report provides benchmarkingstandards to assess various levels of achievement.

Standards for Achievement

Benchmarking Standards Threshold Standard

Modal Standard

etc


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Threshold Standardrepresenting the minimum level

Demonstrate a requisite understanding of the mainbody of knowledge and theories of computerscience/computing/information technology.

Understand and apply essential concepts, principles,and practices in the context of well-definedscenarios, showing judgment in the selection andapplication of tools and techniques.

Demonstrate the ability to work as an individualunder guidance and as a team member.

Discuss applications based upon the body ofknowledge.


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Threshold Standardrepresenting the minimum level

Produce work involving problem identification,analysis, design, and development of a softwaresystem, along with appropriate documentation. The

work must show some problem-solving andevaluation skills drawing on some supportingevidence and demonstrate a requisite understandingof and appreciation for quality.

Identify appropriate practices within a professional,legal, and ethical framework.

Appreciate the need for continuing professionaldevelopment.


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Modal Standardrepresenting the average level

Demonstrate a sound understanding of the main

areas of the body of knowledge and the theories of

computer science, with an ability to exercise criticaljudgment across a range of issues.

Critically analyze and apply a range of concepts,

principles, and practices of the subject in the context

of loosely specified problems, showing effectivejudgment in the selection and use of tools and

techniques.


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Produce work involving problem identification,

analysis, design, and development of a softwaresystem, along with appropriate documentation.

The work must show a range of problem

solving and evaluation skills, draw uponsupporting evidence, and demonstrate a good

understanding of the need for quality.


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Demonstrate the ability to work as an individual with

minimum guidance and as either a leader or member

of a team. Follow appropriate practices within a professional,

legal, and ethical framework.

Identify mechanisms for continuing professional

development and life-long learning.

Explain a wide range of applications based upon the

body of knowledge.


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Excellence Standardrepresenting the highest level

Demonstrate creativity and innovativeness in

application of the principles covered in the

curriculum Contribute significantly to the analysis, design,

and development of systems which are

complex, and fit for purpose. Exercise critical evaluation and review of both

their own work and the work of others.


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Excellence it is important for programs in computer science to

provide opportunities for students of the highest

caliber to achieve their full potential. programs in computer science should not limit those

who will lead the development of the discipline in thefuture.

human ingenuity and creativity have fostered the rapiddevelopment of the discipline of computer science inthe past


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Characteristics of IT/CS Graduates

System-level perspective.

Graduates must develop a high-level

understanding of systems as a whole. This understanding must transcend the

implementation details of the various components

to encompass an appreciation for the structure of

computer systems and the processes involved in

their construction and analysis.


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Appreciation of the interplay between theory

and practice.

A fundamental aspect of computer science/IT isthe balance between theory and practice and the

essential link between them.

Graduates must understand not only the theoretical

underpinnings of the discipline but also how that

theory influences practice.


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Familiarity with common themes.

In the course of an undergraduate program in

computer science/IT, students will encountermany recurring themes such as abstraction,complexity, and evolutionary change.

Graduates should recognize that these themes have

broad application to the field of computer scienceand must not compartmentalize them as relevantonly to the domains in which they wereintroduced.


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Significant project experience.

To ensure that graduates can successfully apply

the knowledge they have gained, all students incomputer science/IT programs must be involved in

at least one substantial software project.

Such a project demonstrates the practical

application of principles learned in different

courses and forces students to integrate material

learned at different stages of the curriculum.


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Adaptability.

One of the essential characteristics of computer

science over its relatively brief history has been anenormous pace of change.

Graduates of a computer science program must

possess a solid foundation that allows them to

maintain their skills as the field evolves.


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Capabilities and Skills of IT/CS Graduates

Cognitive capabilities relating to intellectual

tasks specific to computer science/IT

Practical skills relating to computer science/IT

Additional transferable skills that may be

developed in the context of computer

science/IT but which are of a general natureand applicable in many other contexts as well


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Cognitive Capabilities and Skills

Knowledge and understanding.

Demonstrate knowledge and understanding of essentialfacts, concepts, principles, and theories relating to

computer science and software applications. Modeling.

Use such knowledge and understanding in the modelingand design of computer-based systems in a way that

demonstrates comprehension of the tradeoff involved indesign choices.

Requirements.

Identify and analyze criteria and specifications appropriateto specific problems, and plan strategies for their solution.


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Cognitive Capabilities and Skills

Critical evaluation and testing.

Analyze the extent to which a computer-based systemmeets the criteria defined for its current use and future

development. Methods and tools.

Deploy appropriate theory, practices, and tools for thespecification, design, implementation, and evaluation of

computer-based systems. Professional responsibility.

Recognize and be guided by the social, professional, andethical issues involved in the use of computer technology.


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Practical Capabilities and Skills

Design and implementation.

Specify, design, and implement computer-based systems.

Evaluation.

Evaluate systems in terms of general quality attributes andpossible tradeoffs presented within the given problem.

Information management.

Apply the principles of effective information management,

information organization, and information-retrieval skillsto information of various kinds, including text, images,sound, and video.

Operation.

Operate computing equipment and software systemseffectively.


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Practical Capabilities and Skills Human-computer interaction.

Apply the principles of human-computer interaction to theevaluation and construction of a wide range of materialsincluding user interfaces, web pages, and multimedia

systems. Risk assessment.

Identify any risks or safety aspects that may be involved inthe operation of computing equipment within a given

context. Tools.

Deploy effectively the tools used for the construction anddocumentation of software, with particular emphasis onunderstanding the whole process involved in usingcomputers to solve practical problems.


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Additional Transferable Skills

Communication.

Make succinct presentations to a range of audiences about

technical problems and their solutions.

Teamwork.

Be able to work effectively as a member of a development

team.

Numeracy. Understand and explain the quantitative dimensions of a

problem.


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Additional Transferable Skills

Self management.

Manage one's own learning and development,

including time management and organizationalskills

Professional development.

Keep abreast of current developments in thediscipline to continue one's own professional

development.


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Coping With Change

teaching methodology that emphasizes learning

as opposed to teaching

students continually being challenged to thinkindependently

challenging and imaginative exercises that

encourage student initiative sound framework with appropriate theory that

ensures that the education is sustainable


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Coping With Change

up to date equipment and teaching materials

information resources and appropriate

strategies for staying current in the field

cooperative learning and the use of

communication technologies to promote group

interaction need for continuing professional development

to promote lifelong learning


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Principles

Computing is a broad field that extends well beyondthe boundaries of computer science.

Computer science draws its foundations from a widevariety of disciplines.

Development of a computer science curriculum mustbe sensitive to

changes in technology,

new developments in pedagogy, and

the importance of lifelong learning.

Curricula must include professional practice as an

integral component.


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Computing Curricula 2001

December 15, 2001

Final Report of the Joint ACM/IEEE-CS Task Force

on Computing Curricula joint undertaking of the Computer Society of the

Institute for Electrical and Electronic Engineers

(IEEE-CS) and the Association for Computing

Machinery (ACM)

Curricular guidelines and set of recommendations for

undergraduate programs in computing


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IEEE-ACMComputing Curricula 2001

http://www.computer.org/education/cc2001/fin

al/index.htm

Previous recommendations came out in 1965,

1973, 1981, 1991, 2001

Latest: December 15, 2001
http://www.computer.org/education/cc2001/final/index.htmhttp://www.computer.org/education/cc2001/final/index.htmhttp://www.computer.org/education/cc2001/final/index.htmhttp://www.computer.org/education/cc2001/final/index.htm


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ACM-IEEE Computing Curricula


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CS Body of Knowledge

DS. Discrete Structures SP. Social & Professional Issues

PF. Programming Fundamentals NC. Net-Centric Computing

AR. Architecture & Organization IS. Intelligent Systems

AL. Algorithms & Complexity IM. Information Management

SE. Software Engineering HC. Human-Computer Interaction

PL. Programming Languages GV. Graphics & Visual Computing

OS. Operating Systems CN. Computational Science


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Pedagogy Focus Groups

PFG1. Introductory topics and courses

PFG2. Supporting topics and courses

PFG3. The computing core

PFG4. Professional practices

PFG5. Advanced study and undergraduate

research

PFG6. Computing across the curriculum


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Computing Curricula Topics

14 Subject Areas

132 topics divided between these 14 subject

areas 64 out of 132 topics designated as core


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Core vs. Elective

Core:

Those topics required of all students in all CS degreeprograms

Minimal, and is not a complete curriculum

Must be supplemented by additional material

May be taken as introductory, intermediate, or

advanced course Elective:

Topics that are not part of the core


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Discrete Structures (43 core hrs.)

DS1. Functions, relations, and sets (6)

DS2. Basic logic (10)

DS3. Proof techniques (12)

DS4. Basics of counting (5)

DS5. Graphs and trees (4)

DS6. Discrete probability (6)


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Programming Fundamentals (38)

PF1. Fundamental programming constructs (9)

PF2. Algorithms and problem-solving (6) PF3. Fundamental data structures (14)

PF4. Recursion (5)

PF5. Event-driven programming (4)


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Algorithms & Complexity (31)

AL1. Basic algorithmic analysis (4)

AL2. Algorithmic strategies (6)

AL3. Fundamental computing algorithms (12)

AL4. Distributed algorithms (3)

AL5. Basic computability (6)


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Architecture & Organization (36)

AR1. Digital logic and digital systems (6)

AR2. Machine level representation of data (3)

AR3. Assembly level machine organization (9) AR4. Memory system organization and

architecture (5)

AR5. Interfacing and communication (3)

AR6. Functional organization (7)

AR7. Multiprocessing and alternative architectures

(3)


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Operating Systems (18)

OS1. Overview of operating systems (2)

OS2. Operating system principles (2)

OS3. Concurrency (6)

OS4. Scheduling and dispatch (3)

OS5. Memory management (5)


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Net-Centric Computing (15)

NC1. Introduction to net-centric computing (2)

NC2. Communication and networking (7)

NC3. Network security (3)

NC4. The web as an example of client-server

computing (3)


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Programming Languages (21)

PL1. Overview of programming languages (2)

PL2. Virtual machines (1)

PL3. Introduction to language translation (2)

PL4. Declarations and types (3)

PL5. Abstraction mechanisms (3)

PL6. Object-oriented programming (10)


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Human-Computer Interaction (8)

HC1. Foundations of human-computerinteraction (6)

HC2. Building a simple graphical user

interface (2)


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Graphics & Visual Computing (3)

GV1. Fundamental techniques in graphics (2)

GV2. Graphic systems (1)


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Intelligent Systems (10)

IS1. Fundamental issues in intelligent systems(1)

IS2. Search and constraint satisfaction (5)

IS3. Knowledge representation and reasoning (4)


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Information Management (10)

IM1. Information models and systems (3)

IM2. Database systems (3) IM3. Data modeling (4)


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Social & Prof Issues (16)

SP1. History of computing (1)

SP2. Social context of computing (3)

SP3. Methods and tools of analysis (2) SP4. Professional and ethical responsibilities (3)

SP5. Risks and liabilities of computer-based

systems (2) SP6. Intellectual property (3)

SP7. Privacy and civil liberties (2)


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Software Engineering (31)

SE1. Software design (8)

SE2. Using APIs (5)

SE3. Software tools and environments (3) SE4. Software processes (2)

SE5. Software requirements and specifications (4)

SE6. Software validation (3)

SE7. Software evolution (3)

SE8. Software project management (3)


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Implementation Strategies


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Introductory Courses

Implementation Strategies

Programming first

Imperative first Objects first

Functional first

Breadth first

Algorithms first

Hardware first


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Required Topics in Introductory Courses Functions, relations, and sets

Basic logic

Basics of counting

Discrete probability Fundamental programming constructs

Recursion

Overview of programming languages

Virtual machines Declarations and types

Abstraction mechanisms

History of computing


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Required Topics in Introductory Courses

Functions, Relations, and Sets Minimum core coverage time: 6 hours

Topics

Functions (surjections, injections, inverses, composition)

Relations (reflexivity, symmetry, transitivity, equivalence relations) Sets (Venn diagrams, complements, Cartesian products, power sets)

Pigeonhole principle

Cardinality and countability

Learning objectives:1. Explain with examples the basic terminology of functions, relations, and sets.2. Perform the operations associated with sets, functions, and relations.

3. Relate practical examples to the appropriate set, function, or relation model,and interpret the associated operations and terminology in context.

4. Demonstrate basic counting principles, including uses of diagonalization andthe pigeonhole principle.


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Basic Logic Minimum core coverage time: 10 hours Topics:

Propositional logic; Logical connectives

Truth tables

Normal forms (conjunctive and disjunctive) Validity

Predicate logic; Universal and existential quantification

Modus ponens and modus tollens

Limitations of predicate logic

Learning objectives:1. Apply formal methods of symbolic propositional and predicate logic.

2. Describe how formal tools of symbolic logic are used to model algorithms andreal-life situations.

3. Use formal logic proofs and logical reasoning to solve problems such aspuzzles.

4. Describe the importance and limitations of predicate logic.


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Basic of Counting Minimum core coverage time: 5 hours Topics:

Counting arguments

Sum and product rule

Inclusion-exclusion principle Arithmetic and geometric progressions

Fibonacci numbers

The pigeonhole principle

Permutations and combinations

Basic definitions Pascal's identity

The binomial theorem

Solving recurrence relations

Common examples

The Master theorem


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Basic of Counting Minimum core coverage time: 5 hours Learning objectives:

1. Compute permutations and combinations of a set, and

interpret the meaning in the context of the particularapplication.

2. State the definition of the Master theorem.

3. Solve a variety of basic recurrence equations.4. Analyze a problem to create relevant recurrence

equations or to identify important counting questions.


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Discrete Probability Minimum core coverage time: 6 hours Topics:

Finite probability space, probability measure, events

Conditional probability, independence, Bayes' theorem

Integer random variables, expectation

Learning objectives:

1. Calculate probabilities of events and expectations of randomvariables for elementary problems such as games of chance.

2. Differentiate between dependent and independent events.3. Apply the binomial theorem to independent events and Bayes

theorem to dependent events.

4. Apply the tools of probability to solve problems such as theMonte Carlo method, the average case analysis of algorithms,

and hashing.


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Discrete Probability Minimum core coverage time: 6 hours Topics:

Finite probability space, probability measure, events

Conditional probability, independence, Bayes' theorem

Integer random variables, expectation


1. Calculate probabilities of events and expectations of randomvariables for elementary problems such as games of chance.

2. Differentiate between dependent and independent events.3. Apply the binomial theorem to independent events and Bayes

theorem to dependent events.

4. Apply the tools of probability to solve problems such as theMonte Carlo method, the average case analysis of algorithms,

and hashing.


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Fundamental Programming Constructs

Minimum core coverage time: 9 hours

Topics:

Basic syntax and semantics of a higher-level language

Variables, types, expressions, and assignment

Simple I/O

Conditional and iterative control structures Functions and parameter passing

Structured decomposition


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Fundamental Programming Constructs

Learning objectives: Analyze and explain the behavior of simple programs involving the

fundamental programming constructs covered by this unit.

Modify and expand short programs that use standard conditional anditerative control structures and functions.

Design, implement, test, and debug a program that uses each of thefollowing fundamental programming constructs: basic computation,simple I/O, standard conditional and iterative structures, and the

definition of functions. Choose appropriate conditional and iteration constructs for a given

programming task.

Apply the techniques of structured (functional) decomposition to breaka program into smaller pieces.

Describe the mechanics of parameter passing.


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Recursion Minimum core coverage time: 5 hours Topics:

The concept of recursion

Recursive mathematical functions

Simple recursive procedures

Divide-and-conquer strategies

Recursive backtracking

Implementation of recursion


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Recursion Minimum core coverage time: 5 hours Learning objectives:

1. Describe the concept of recursion and give examples of its use.

2. Identify the base case and the general case of a recursively defined

problem.

3. Compare iterative and recursive solutions for elementary problems

such as factorial.

4. Describe the divide-and-conquer approach.

5. Implement, test, and debug simple recursive functions and procedures.6. Describe how recursion can be implemented using a stack.

7. Discuss problems for which backtracking is an appropriate solution.

8. Determine when a recursive solution is appropriate for a problem.


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Overview of Programming Languages Minimum core coverage time: 2 hours Topics:

History of programming languages

Brief survey of programming paradigms Procedural languages

Object-oriented languages

Functional languages

Declarative, non-algorithmic languages Scripting languages

The effects of scale on programming methodology


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Overview of Programming Languages Minimum core coverage time: 2 hours Learning objectives:

1. Summarize the evolution of programming languages illustratinghow this history has led to the paradigms available today.

2. Identify at least one distinguishing characteristic for each of theprogramming paradigms covered in this unit.

3. Evaluate the tradeoffs between the different paradigms,considering such issues as space efficiency, time efficiency (of

both the computer and the programmer), safety, and power ofexpression.

4. Distinguish between programming-in-the-small andprogramming-in-the-large.


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Virtual Machines Minimum core coverage time: 1 hour Topics:

The concept of a virtual machine

Hierarchy of virtual machines

Intermediate languages Security issues arising from running code on an alien machine

Learning objectives:1. Describe the importance and power of abstraction in the context of

virtual machines.

2. Explain the benefits of intermediate languages in the compilationprocess.

3. Evaluate the tradeoffs in performance vs. portability.

4. Explain how executable programs can breach computer systemsecurity by accessing disk files and memory.


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Declarations and Types Minimum core coverage time: 3 hours Topics:

The conception of types as a set of values with together with a set ofoperations

Declaration models (binding, visibility, scope, and lifetime)

Overview of type-checking

Garbage collection

Learning objectives:1. Explain the value of declaration models, especially with respect to programming-in-the-

large.

2. Identify and describe the properties of a variable such as its associated address, value,scope, persistence, and size.

3. Discuss type incompatibility.

4. Demonstrate different forms of binding, visibility, scoping, and lifetime management.

5. Defend the importance of types and type-checking in providing abstraction and safety.

6. Evaluate tradeoffs in lifetime management (reference counting vs. garbage collection).


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Abstraction Mechanisms Minimum core coverage time: 3 hours Topics:

Procedures, functions, and iterators as abstraction mechanisms

Parameterization mechanisms (reference vs. value)

Activation records and storage management Type parameters and parameterized types

Modules in programming languages

Learning objectives:1. Explain how abstraction mechanisms support the creation of reusable software

components.2. Demonstrate the difference between call-by-value and call-by-reference

parameter passing.

3. Defend the importance of abstractions, especially with respect toprogramming-in-the-large.

4. Describe how the computer system uses activation records to manage program

modules and their data.


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History of computing Minimum core coverage time: 1 hour Topics:

Prehistory -- the world before 1946

History of computer hardware, software, networking

Pioneers of computing


1. List the contributions of several pioneers in the computing field.

2. Compare daily life before and after the advent of personal computers

and the Internet.3. Identify significant continuing trends in the history of the computing

field.


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Other Topics in Introductory Courses Proof techniques:

The structure of formal proofs;

proof techniques: direct, counterexample, contraposition,

contradiction; mathematical induction

Algorithms and problem-solving:

Problem-solving strategies;

the role of algorithms in the problem-solving process; the concept and properties of algorithms; debugging

strategies


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Other Topics in Introductory Courses Fundamental data structures:

Primitive types; arrays; records;

strings and string processing;

data representation in memory;

static, stack, and heap allocation;

runtime storage management;

pointers and references;

linked structures

Basic algorithmic analysis: Big O notation;

standard complexity classes;

empirical measurements of performance;

time and space tradeoffs in algorithms


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Other Topics in Introductory Courses Fundamental computing algorithms:

Simple numerical algorithms;

sequential and binary search algorithms;

quadratic and O(N log N) sorting algorithms;

hashing;

binary search trees

Digital logic and digital systems: Logic gates;

logic expressions


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Other Topics in Introductory Courses Object-oriented programming:

Object-oriented design;

encapsulation and information-hiding;

separation of behavior and implementation; classes, subclasses, and inheritance;

polymorphism;

class hierarchies

Software design:

Fundamental design concepts and principles;

object-oriented analysis and design;

design for reuse


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Other Topics in Introductory Courses Using APIs:

API programming;

class browsers and related tools;

programming by example;

debugging in the API environment

Software tools and environments: Programming environments;

testing tools

Software requirements and specifications: Importance of specification in the software process

Software validation: Testing fundamentals;

test case generation


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Intermediate Courses:

Goal

To present the fundamental ideas and enduring

concepts of computer science that every studentmust learn to work successfully in the field. In

doing so, these intermediate courses lay the

foundation for more advanced work incomputer science.


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Implementation Strategies Traditional approach in which each course

addresses a single topic

Compressed approach that organises courses

around broader themes

System-based approach

Web-based approach that uses networking as its

organizing principle


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Topic-Based Approach CS210T. Algorithm Design and Analysis

CS220T. Computer Architecture

CS225T. Operating Systems CS230T. Net-centric Computing

CS260T. Artificial Intelligence

CS270T. Databases

CS280T. Social and Professional Issues

CS290T. Software Development

CS490. Capstone Project


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Compressed Approach CS210C. Algorithm Design and Analysis

CS220C. Computer Architecture

CS226C. Operating Systems and Networking

CS262C. Information and Knowledge

Management

CS292C. Software Development and

Professional Practice


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Systems-Based Approach CS120. Introduction to Computer Organization CS210S. Algorithm Design and Analysis

CS220S. Computer Architecture

CS226S. Operating Systems and Networking CS240S. Programming Language Translation

CS255S. Computer Graphics

CS260S. Artificial Intelligence

CS271S. Information Management

CS291S. Software Development and SystemsProgramming



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Web-Based Approach CS130. Introduction to the World-Wide Web

CS210W. Algorithm Design and Analysis

CS221W. Architecture and Operating Systems

CS222W. Architectures for Networking and Communication

CS230W. Net-centric Computing

CS250W. Human-Computer Interaction

CS255W. Computer Graphics CS261W. AI and Information

CS292W. Software Development and Professional Practice


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General Requirements

Mathematical rigor

The scientific method

Familiarity with applications Communications skills

Working in teams

The complementary curriculum


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Advanced Courses

Advanced coursescourses whose content

is substantially beyond the material of the

core.

Sample Curricula:


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Sample Curricula:

Minimum Requirements Cover all 280 hours of core material in the CS body

of knowledge

Require sufficient advanced coursework to provide

depth in at least one area of computer science Include an appropriate level of supporting

mathematics

Offer students exposure to "real world"

professional skills such as research experience,teamwork, technical writing, and project

development


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Thesis vs Final Project

Thesis is research-oriented

Thesis must have original contribution toknowledge.

Project is development-oriented

Project may be software development,information systems development, or webapplication development


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ACM Recommendation


Course Description: Offers students the

opportunity to integrate their knowledge of theundergraduate computer science curriculum by

implementing a significant software system as

part of a programming team.

Prerequisites: CS261, CS262, or CS360


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ACM Syllabus:

Using APIs

Human-centered software evaluation

Human-centered software development

Graphical user-interface design

Graphical user-interface programming

Software requirements and specifications

Software design

Software validation

Software project management

Software tools and environments

Effective team management

Communications skills


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ACM Approach:

This course is different in flavor and concept from most of the

earlier courses in the curriculum in that it is focused primarily on

a project.

There may be lecturesparticularly if the earlier courses do notcover the full set of required units in the corebut the overall

idea is that students should have a chance to apply all the skills

they have learned in the curriculum toward the completion of a

team project.

Thus, this course has the effect of reinforcing concepts that have

been learned earlier in a more theoretical way.


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UNESCO Informatics Curriculum

Framework 2000 for HigherEducation

http://www.ifip.or.at/pdf/ICF2001.pdf


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ACM

The ACM Computing Classification

System [1998 Version] http://www.acm.org/class/1998/homepage.

html


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Association for Information Systems

AIS is actively involved in the developmentand ongoing update of curriculum at both theundergraduate and graduate levels.

IS97: Model Curriculum and Guidelines for

Undergraduate Degree Programs inInformation Systems

http://www.acm.org/education/curricula.html#IS97

http://aisnet.org/Curriculum/index.htm
http://www.acm.org/education/curricula.htmlhttp://www.acm.org/education/curricula.htmlhttp://aisnet.org/Curriculum/index.htmhttp://aisnet.org/Curriculum/index.htmhttp://www.acm.org/education/curricula.htmlhttp://www.acm.org/education/curricula.html


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IS 2002: Model Curriculum and Guidelines forUndergraduate Degree Programs in InformationSystems

IS 2002 is the latest undergraduate model curriculum andis the first update of the curriculum effort of the AIS, ACMand AITP societies since IS'97.

IS'97 has been widely accepted and has become thebasis for accreditation of undergraduate programs of

information systems. This report has been endorsed by seven organizations

including SIM.

http://aisnet.org/Curriculum/index.htm
http://aisnet.org/Curriculum/index.htmhttp://aisnet.org/Curriculum/index.htm


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MSIS 2000 Model Graduate Curriculum

MSIS is a Model Curriculum and

Guidelines for Graduate Degree Programsin Information Systems.

It was jointly prepared by representatives

from AIS and ACM. http://aisnet.org/Curriculum/index.htm
http://aisnet.org/Curriculum/index.htmhttp://aisnet.org/Curriculum/index.htm


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ECDL Foundation

The European Computer DrivingLicence standard of competence [since

1997] the ECDL is an internationally recognized

standard of competence certifying that the

holder has the knowledge and skills

needed to use the most common computer

applications efficiently and productively

http://www.ecdl.com/
http://www.ecdl.com/http://www.ecdl.com/


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National Science Foundation (NSF)

ISCC99: An Information Systems-Centric Curriculum 99. Program

Guidelines for Educating the NextGeneration of Information SystemsSpecialists, in Collaboration withIndustry

http://www.iscc.unomaha.edu/TableOfContents

.html
http://www.iscc.unomaha.edu/TableOfContents.htmlhttp://www.iscc.unomaha.edu/TableOfContents.htmlhttp://www.iscc.unomaha.edu/TableOfContents.htmlhttp://www.iscc.unomaha.edu/TableOfContents.html


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IEEE Computer Society/ACM

Computing Curriculum -

Computer Engineering

Computing Curricula Volume on ComputerEngineering: Computer Engineering Body of

Knowledge

http://www.eng.auburn.edu/ece/CCCE/
http://www.eng.auburn.edu/ece/CCCE/http://www.eng.auburn.edu/ece/CCCE/


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National Science Education Standards

http://books.nap.edu/html/nses/html/index.html

outlines what students need to know, understand, andbe able to do to be scientifically literate at different

levels. describes an educational system in which all students

demonstrate high levels of performance, in whichteachers are empowered to make the decisions

essential for effective learning, in which interlockingcommunities of teachers and students are focused onlearning science, and in which supportive educationalprograms and systems nurture achievement.
http://books.nap.edu/html/nses/html/index.htmlhttp://books.nap.edu/html/nses/html/index.html


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CHED

CHED MEMORANDUM ORDER (CMO)NO. 25 ; Series of 2001

SUBJECT : Revised Policies AndStandards For Information TechnologyEducation (ITE)

http://www.ched.gov.ph/policies/CMO2001/C

MO_25.doc
http://www.ched.gov.ph/policies/CMO2001/CMO_25.dochttp://www.ched.gov.ph/policies/CMO2001/CMO_25.dochttp://www.ched.gov.ph/policies/CMO2001/CMO_25.dochttp://www.ched.gov.ph/policies/CMO2001/CMO_25.doc


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CHED Basic Core Topics

Basic Non-ITE Core Topics

Communication skills;

Technical writing / presentation skills; Algebra /trigonometry;

Values Formation;

Probability / Statistics


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CHED Basic Core Topics

Basic ITE Core Topics Professional Ethics / Code of Ethics for the Filipino

IT Professional;

Mathematical Logic / Discrete mathematics; Problem Solving;

Quality Processes;

Fundamentals of programming / program logic

formulation;

Introduction to the Internet / Web-basedprogramming;

IT Fundamentals;

Computer Systems Organization


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Implementation Factors and Strategies

There is no single ideal model curriculum.

need for a considerable degree of freedom forimplementation

account for specific needs, restrictions, preconditionsand circumstantial opportunities, such as

cultural and societal setting

institutional size and scope

specific disciplines and educational programs offered bythe educational institution

available budget, personnel and resources

background and potential of the faculty


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Implementation Factors and Strategies

culture among faculty and management

management commitment to informatics

willingness to change

student-body characteristics

access to informatics expertise in general

access to collaborative or transfer options with other

institutes

access to collaborative or transfer options with industry

level of informatics penetration in the region.


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Curriculum Review

review whole curriculum and compare withrecommendations, guidelines and policies.

compare curricula with actual teaching practice

review each syllabi identify problems areas

concentrate faculty development efforts on problemareas

Ensure that introductory courses are taught properly

prioritize core courses over electives

IT Education Standards

Documents

Transcript of IT Education Standards