The IEEE Computer Society Model Program in Computer Science and Engineering

An integrated model program based on a 13-subject-area core curriculum provides academic planners a guideline adaptable to a range of options. The IEEE Computer Society Model Program in Computer Science and Engineering J. T. Cain, University of Pittsburgh (. G. Langdon, Jr., IBM Research M. R. Xaranasi, University of South Florida The computer field has undergone rapid technological Board for Engineering and Technology established ac- changes over the last 30-35 vears. During this time a well- creditation criteria for programs in the computer area. established academic discipline has evolved. This disci- ABET criteria establish minimal, acceptable levels for the pline has sarious names, but Nill be referred to here as various aspects of an academic program. The ABET comiiputer science and engineering. Model curricula recom- criteria are stated in a sery general manner to allow for a meindations for four-year undergraduate programs in the wide variety of acceptable programs. However, the gener- computer area have been reported in the past by the IEEE al nature of these stated criteria is also a cause of misinter- Coomputer Society, the Association of Computing pretation as to what the criteria actually require. Current- NMachinery, 2 and the Cosine Committee. 3 These reports ly, there are over 25 accredited CSE programs, but manv have been widely distributed and used bv educators from more universities are expected to request accreditation. many parts of the world. In the case of complete programs, the consensus opin- The rapid pace of technological developments creates a ion of a national group from the academic, industrial, and need to update the CSE curricula in this field much more trequentlv than most other fields. In late 1981, for in- gos ernment sectors of the profession as to the breadth and depth of the computer area would be valuable viewpoints stance, the Educational Activities Board of the Computer that the facultv could integrate with their own expertise Societv undertook to update the 1977 model curricula. and local constraints in revising and upgrading their cur- These rapid technological developments, however, have riculum. Established independent CSE programs normal- secondarv effects on other aspects of a CSE program be- ly have resources commensurate with other engineering sides the curriculum. Namely student enrollments have in- and science programs at the institution. However, the creased, further straining program facultv and resource rapid pace of developments in the computer field places aspects of a program. In early 1982 the scope of the project was expanded to encompass all aspects of a program. sesere strains on laboratory resources. Keeping equipment resources current is a problem that may be more sesere in CSE programs than in other engineering and science pro- grams. Overall goals While partial programs that are options within electrical engineering or other programs share many of the needs of A number of institutions have complete CSE programs. complete programs, they usually have their own unique set In some cases, programs have been established in indepen- of problems. In many cases, the faculty responsible for the dent departments, while in other cases new programs have option will have their degrees and most of their profes- been established within existing departments and operate sional experience in the field of the main program (in most in parallel with the host program. In some institutions, cases electrical engineering). Their expertise mav not com- onIN partial CSE programs exist as options of programs pletely span the breadth of the CSE field, consequently the such as electrical engineering. In 1978, the Accreditation option curriculum will not be comprehensive. Naturally, ')Ih' \4 ()4()() (()' )() 19S 1C Mi CO MPUTE R T the option shares the resources of the host program. In curriculum. The criteria for selecting the fundamental many cases, this exacerbates the problem of expanding concepts-the core of the curriculum-were to provide a and keeping equipment and other resources current. student with broad background in engineering principles Very new or projected programs also have their own coupled with in-depth knowledge of hardware, software, unique needs. In many cases, there are initially few or no application trade-offs and the basic modeling techniques faculty and/or administrators with expertise in the field. used to represent the computing process. Another Hence, the expertise to develop a curriculum in the area criterion for the core was that it stay within a 33-semester- may initially be missing, and the original faculty and ad- credit-hour limit. ministrators may lack knowledge of the faculty expertise The Model Program Committee set the following goals and resources needed to establish a CSE program. for the curriculum aspect of the project. Recognizing these problems and needs, the committee * The curriculum would be specified in the form of sub- decided to address all aspects of a CSE program-cur- ject areas rather than courses. A subject area is a col- riculum, faculty, and resources--and established the fol- lection of concepts arranged into modules that form a lowing overall goals for the model program in computer complete treatment of a specific technical area. Then science and engineering project: implementations of subject areas can range from a * Provide an overview of the desirable features of un- portion of one or several courses to a sequence of dergraduate academic programs in computer science complete courses. From the grouping of subject areas and engineering; many different curricula can be generated. * Provide a standard of comparison to guide the * Subject areas would be developed to span the main- development of new programs or modify and up- stream of computer science and engineering but grade established programs; would not be developed in interdisciplinary research * Provide an interpretation of ABET criteria for areas. minimum program standards; * The committee would identify a set of core subject * Establish a set of standards that can be used to define areas, which would constitute the fundamental con- "Target of Excellence" programs; cepts spanning the field and which should be the basis * Define the CSE aspects of a curriculum in a manner of any curriculum. that allows flexibility to meet the requirements of in- * In the non-CSE aspect of the curriculum (math, dividual institutions; natural sciences, humanities, etc), the ABET criteria * Provide guidance to academic administrators con- would be elucidated. cerning the level of commitment needed to support a * Several sample implementations of complete four- program. year curricula would be included to illustrate the flex- A report of the results of the project is currently ibility of arranging the subject into a complete cur- available from the Computer Society Press.* The follow- riculum. ing sections summarize the results presented in the report The complete committee report details the core subject and the review process used to reach the consensus areas, the advanced subject areas (additional material that represented by the final report. supplements the core for in-depth study of specific topics), and the non-CSE aspects of the curriculum. The following Curriculum sections summarize important curriculum aspects of the report. Model curricula reported in the past were developed for The core subject areas. The core of the model program semester-based courses and treated only the CSE aspects of curricula. 1-3 Although this format has several advan- consists of the following subject areas: tages, it fails when attempts are made to integrate portions Core Lecture/Recitation Component of the model into an existing curriculum at specific institu- (1) Fundamentals of Computing tions. First, an institution may be on a quarter system, so (2) Data Structures at least a semester-to-quarter transformation of the model (3) System Software and Software Engineering curricula is necessary. Then, under the quarter or semester (4) Computing Languages system, local institution, college, school, or department (5) Operating Systems requirements may make direct implementation of the (6) Logic Design model courses difficult. Even without these impairments, (7) Digital Systems Design recommendations in the form of a fixed sequence of (8) Computer Architecture courses tend to reduce the creativity that the faculty should (9) Interfacing and Communication exercise in creating a curriculum customized to a particular Laboratory Component institution. (10) Introduction to Computing Laboratory In the early stages of the model program project, com- (1 1) Software Engineering Laboratory mittee members eschewed identifying a single complete (12) Digital Systems Design Laboratory curriculum spanning four years. They preferred instead to (13) Project Laboratory identify a body of knowledge that should be a part of any The subject areas are designed to provide a balance be- The Model Prograin in Compuiter Sc-ience and En ineerinng can be obtain- tween hardware and software concepts through lec- ed through the CS west coast office, 10662 Los Vaqueros Cir., Los Alamitos, CA 90720; members, $10; nonmembers, $20; plus $2 hanidline. ture/recitation classes reinforced by experimentation and April 1984 9  Table 1. A sample core subject area-logic design (SA6). This subject area covers the digital building blocks, tools, and techniques in digital design. A building-block approach to logic design is emphasized in this segment of instruction. This segment requires approximately three semester hours. Module Topic- Purpose Prerequisites Corequisites Concepts References* I Introduction To introduce the student to Basic Basic logic elements 4- l 2 to Logic gate-level logic circuit analy- Electronics Technologies and levels of integration Circuits sis and design Fundamenta! (TTL. MOS. CMOS. ECL) characteristics of relevant Boolean algebra and switching theory electronic technologies should Representation and manipulation of be introduced along with the switching functions concepts of propagation Realization of switching functions delay, fan-in, fan-out, and Minimization of switching functions power dissipation and noise ri, .3t 1- Combina- T introduce the student to Logic Multiplexers and demultiplexers 4-7. 9. 11. tional Logic srmal-and medium-scale inte- Design. Decoders and encoders 13 14 Circuits grated circuits as building Module 1 Adders and subtracters blocks. Particular emphasis Carry look-ahead and carry comple- snould be given to design of tion techniques combinational logic networks Selective (controlled) inverters uoing the most commonly em- Conmparators ployed SSI and MSI circuits. Programmable logic arrays (PLAs) and read-only memories (ROMs) Hierarchical nature of functional units Designing with MSI Combinational circuit propagation delays. combinational hazard Memory To introduce the student to Log ic Fundamental (unclocked) mode 4-7. 9. 11. Flements basic nmemory elements and Design. versus clocked mode circuits 13 i. 156 provide an ins ght into tim Module 2 Basic flip-flops ina considerations. Clocking. SR. JK. D-latch. D-triggered co0trol and tim ing considera- Flip-flop clocking. control and timing tions should be thoroughly Level-sensitive devices. edge-trig- discussed. gered devices iiaster-slave devices Setupi propagation. and hold times Data registers Selection and clocking Timing characteristics 4 Sequential To introduce analysis and Logic Finite state imachines 4- 7. 9-1 1. Logic synthesis of sequential cir- De sig n Clocked nachines and unclocked 14. 16 Ci rc u its culls Module 3 nmach'ines Descriptive techniques State diagrans and state tables Algorithmic state rmachine charts Analysis of synchronous and asyn- chronous circuits Design of synchronous sequential circul'ts State minimization State assignment Next state equation realization Sequential functional units Shift registers. counters. sequence detectors. synchronizers. de- bouncers, controllers Designing with MSI Reg ister To intronuce the iotion of Logic Register transfer notation 4. 5. 9. Trinsfer register transfer as a higher- Desig n. Data flow components 1 7- 1 9 Logic level way to describe systen Moduile Control flow compoients behavior. Conditional ard unconditional trans fers ALU control Bus structures Logic sequencers Programmable PLAs 10 COM PUTER projects in the laboratory component. (See sample core The advanced subject areas listed in the report are subject area in Table 1.) A substantial laboratory compo- (14) Software Engineering nent is included to refine problem-solving techniques (15) Digital Design Automation through experimentation. The laboratory material is struc- (16) Therory of Computing tured to make the laboratory an environment where (17) Database Systems students "learn by doing." The intent of the project (18) Advanced Computer Architecture laboratory is to integrate the concepts in hardware and (19) Design and Analysis of Algorithms software through well-chosen applications. (20) Fault-Tolerant Computing Within the subject areas, the prerequisite structure is (21) Performance Prediction and Analysis defined at a module level to facilitate many different im- (22) Computer Graphics plementations; see Figure 1, which illustrates the structure (23) VLSI System Design of a subject area. (24) Translator Writing Systems (25) Computer Communications Networks Advanced subject areas. Advanced subject areas sup- (26) Systems Laboratory plement the core for in-depth study in specific topics. Im- (27) Artificial Intelligence plementation of some of these subject areas may range (28) Advanced Operating Systems from a portion of one or several courses to a sequence of A sample advanced subject area is given in Table 2. complete courses, so core subject areas are repeated as ad- vanced subject areas. Sample implementation. This is a semester-based pro- No institution is expected to be able to include all of gram consisting of 134 semester credit hours (see Table 3). these areas in a curriculum. However, a program must in- The implementation is an ideal without the institutional clude a sufficient number of courses from related subject constraints that would prevent early coverage of key core areas to cover two or more areas of in depth study. The list material or sufficient flexibility for a variety of areas of of subject areas is not exhaustive: Specific programs may specialization. include other subject areas. The professional electives of Table 4 are selected to The subject areas proposed in the 1983 model program develop an area of concentration in one of the CSE sub- go considerably beyond those of the 1977 report. I One fields. The following electives are typical, but the actual area, however, microprogramming, no longer appears as a selection will be a function of the current interests of the distinct subject area: It is a design alternative for the con- faculty associated with the program. Note in Table 5 that trol unit of a CPU in subject area 7. New areas include compilers and translators, operating systems, and ar- software engineering, fault-tolerant computing, perfor- chitecture appear in each subfield area and are actually re- mance, graphics, VLSI design, and artificial intelligence. quired professional electives; only the time when they are Figure 1. Prerequisite relations among subject areas in the core. Each dot represents a module within a subject area. Directed segments represent the prerequisite structure. April 1984 11  taken is elective. The other electives are considered free damental core of the CSE area. In addition, the research electives and the student should be able to select courses interests of individual faculty members provide several from a xxide range of areas to complete a solid program of curriculum areas in which a student can pursue in-depth study (Table 6). study. New or projected programs and few partial-option programs have a core faculty with expertise spanning the Faculty CSE area. When the three classes of programs are faced with recruiting a new faculty member, there is sometimes a Existing, fully den eloped programs have established tendency by the administration to "convert" faculty from faculties xhose expertise spans, as a minimum, the fun- other areas into CSE faculty. Generally, conversion re- Table 2. A sample advanced subject area-SA27, artificial intelligence. The objective of these instruction segments is to provide an overview of (1) how computers can be applied to solve problems and (2) the principles of human intelligence. Module Topic Purpose Prerequisite Concepts References 1 Intro . to To introduce the student to the general SAs 1-5 Examples of: learning. geometric analo- 20. 21 problen subject of artificial intelligence (Al). and 8 gies. simple understanding, problem solving with solving, integral calculus programs. comnputers robotics, expert consulting 2 I ntro. to To introduce the elementary notion of SA27. Procedural-computer programs 20- 26 representa- representation Module 1 Production systems tions Nonprocedural First-order predicate calculus Assertion collections Semantic networks Descriptive tools Differences Constraints Description-based example Constraint-based sentence analysis Prototypes, scripts. schemata <3 Control To introduce the elementary notion of SA27 Means-ends analysis or general problem 20. 22. strategies control Module 2 solver 24. 25. Problem decomposition 27. 28 Propagation of constraints; Huffman- Clowes labeling Production systems Situation-action rules Data, operations, and control Decomposition or partitioned subsystems Rule-based deduction systems 4 Searching To describe searching strategies and to SA27. Search trees and exhaustive search 20. 2 2. strategies illustrate their importance. Module 3 Backtracking methods 24, 28. 29 Hill-climbing Graph -search Heuristic search Performance issues Bidirectional and unidirectional AND/OR graphs Predicate To describe the first-order predicate cal- SA27, Syntax. concepts, formulas. connectives. 205 22. calculus culus and its associated uses within the Module 3 quantifiers 24 27 and rule- field of Artificial Intelligence. Theorems and proofs based Resolution deductions Resolution refutation production system Rule-based deduction systems Structured object representations Prolog 6 Goal- To explain goal-directed planning strate- SA27. Robot problem solving 20. 22. 24 directed gies and to provide some examples and Module 3 Perception of world, to form plan. to planring illustrations. monitor execution State description and goal description STRIPS Deduction system, Green s and Kowalski's formulations Hierarchical planning Hierarchy of conditions Postponement of details Patch higher-level plans from lower level details 12 COMPUTER quires an extensive period of formal retraining. Unfor- * Identify the educational and/or professional back- tunately, in many cases, conversions are imposed without ground that potential faculty members should formal retraining. possess. * Specify the minimum full-time equivalent faculty The Model Program Committee set the following goals necessary for a viable program irrespective of student for the faculty aspect of the project. body size or nature of the institution. * Address the issue of part-time faculty and set * Identify the minimal administrative structure neces- guidelines for maximum percentages, proper recruit- sary for a viable program. ment, and proper recognition of part-time faculty. Table 2. (continued) Module Topic Pu rpose Prerequisite Concepts References 7 Applications To illustrate the notion of understanding in SA27, Image analysis 20. 21, of under- the contexts of image analysis and lan- Module 3 Pattern recognition 26 30 standing guage. Scene description, primal sketches Computer vision, constraints Language understanding Limited domains of discourse Conceptual dependency Noun groups Transition network Handling questions and commands 8 Representa- To provide a detailed examination of SA27, Networks and frames 20. 22. tion of frames, and to illustrate the notion with an Modules 3 Nodes, relations, terminals, markers 23. 25. knowledge: augmented transition network and the and 7 Prerequisite conditions. viewpoint 26. 28. 31 frames and analysis of grammars transformations scripts Defaults, expectations. information retrieval Augmented transition network Case grammars Scripts 9 Program- To present the importance of the proper SA27 Relationship of programming to Al 20. 22. ming programming language as a way of view- Modules 3 Symbol and manipulation problems 27. 28 languages ing problems. to introduce a language and 7 Programming languages for Al and data- (LISP. Prolog. or others), and to introduce Need for special languages bases for the notions of pattern-oriented databases Lisp and Prolog artificial and demons. Example, Lisp program for Augmented intelligence Transition Network Pattern-oriented databases Associative databases Application of demons or monitors 10 Knowledge- To unify concepts of earlier modules in the SA27. Review relevant knowledge represen- 20- 23. based context of applications that require a large Modules tation concepts 25-28. 30. systems body of knowledge, i.e knowledge-based 3. 7.and Knowledge involved, how much, what is 32-34 (expert) systems. as opposed to clever 9 it. domain-specific computational procedures. Case studies of FRL. KRL KL-ONE knowledge-based systems are presented. Review simple turtle programs Data. knowledge base. control State. input, subgoal. feedback, iteration. recursion, debugging Knowledge acquisition Knowledge-based systems: case studies Dendral and meta-dendral Hearsay II Consultation system MYCIN. Prospector Knowledge transfer system: TEIRESIAS Automatic programming system: PECOS 11 Robotic To study the application of CSE and Al for SA27. Robotic arms 35- 37 systems development of robotic systems. Module 7 Robotic vision Automated manufacturing Languages for robotic systems Tele-operator systems 13 April 1984  Table 3. Model curricula recommendations. First Sei iester Second Senmester n"ude it Ye(,Ir u rse Cou rse U nits F-cshcl?!) Chem. '01 kChemnis+r, Physics 101 Physi( 4 Mat 1h (ca is 1 4 Math 102 0Calilus 4 CSE 101 nlI,Oto com 1c 3 CSE 102 n1 ro to inC mputing 2) Ecglsisi E5 1n(,,'0!', om 3 ln?!ties 'Socai? ienes Electives HL]mp 6 Halimnities Soc. Sc e-,,,es E ec Science EPctive 4 Pt0vsics 20 P,ivs H cs Mavt 202 Di"felenlti?i Eqn atlons Mactl 201 (Ccic.-i 3u CSE 203 ntro K Hanwcare Desigii Lac CSE 2201 Int,o Com1) EiiC EE 201 Basic CircLits & Electronics) Hcardwae &Sofaware t esicwa n H Liman iies Socici Scieices Electives y CSL 202 Disceter St%I,tjr-n Hni anitnes Socioll Sciences lective Iotca - 1 CSE 303 !Sotvlare EnCi CSE 30 HpcA(IwareSysc DsIn e nIC EnClineering Scieiice !MecliaIcs CSE 30C !SottwUl!e EVn& Prof. Elective (see T :b 6 Assem) Pr D!c,ineermrj SIernce Lwe(#r Cyste!,ns A n(i ySIS CSE 01 [)es n n L0L) 3 CSE 402 Desian LaHh)) PHf Eective isee 4 12 o- 9 Prof Elective (see Tcible 4 E ecnive 3 or 6 Elective Tot(li- 1( qtcll!= 1 ( 'Flic comimilittce agciecd that a stroneJ ( Si progr an re- decisionis that intluencce the operIatioin anid irows tic of the ojuirCS a I acultrV Co0mmittdC to thce pr oiranm and Icad er by a proci-anit. At lcast fise peimncancnct ftll-timic facult\ proLranm chaitimanllit with the authtotltv to make the ncajor icenibcers arc ncecdcd tot a viable ptograicc regJardless otc Table 4. Professional electives by subfield area. student enirollicceict; as the icuncber of studeiits iiccreases, so must the faculty. i'rccise studeitt faculty ratios are a I'Loictioni of shether there is a graduate/reseat-cit progranc HClset~ in additioic to the undergraduate programic. Lntris-leel facultv icencnbeis should normalir havc a P}1D itt CSE. For siciior positioics, the record of achiese- niceict in the coniputer area is ncore iticpot-taict ticatc the field otcldoctoral studv, since ncatc scicioi icceitcbers cictered the tield betore CSF cut-ricula cxisted. In additioic, the pro- (rarcc nIcIst oftter taculty uctitbers anc opportuncitv to cricage in rescai-ch, deselopmciect, or othic- professional op- po1-t LIci t Ics Plart-tince facultV caic be a valuable resource to a pico- iraic by contributing saaluable insight to tiCe studeits as cl as bh co erincg a poi tiont ot the tcachinLtg load. Howesve, ito itmore ticatc 20 percetit ot the teaclitiig load sliouldl be cosered by part-timce facults. Special atteictioc }iouLld be paid to reciUiticceit, coot-diicatioic, ancd proper rccotcnition fot- the coittributioics of part-titicc facult. ]DWe Resources 0LS s.' C,')ses n Tice neswness of the acadencic field atnd the rapid pace of techinological deselopment in the area create a rirtique set ot CSE needs. Many institutions platcnitcg to in- resource plenetit CSE progiam hase little appreciation of the a resources necessars f'or a siable progranm. The cotitinual 14 COMPUTER advances in both hardware and software make the job of Governing Board for review and comment, as was a re- keeping laboratory and computing resources current even vised draft at Compcon Spring 1983. more difficult than for the other fields of engineering and In June 1983, the committee distributed a complete science. draft together with some basic review guidelines to ap- The rapid growth in the number of textbooks, journals, proximately 300 reviewers. They were selected for their conference proceedings, etc., creates further problems- particular expertise. A random sample of deans of colleges keeping library aspects of the resources up to date. The of engineering and deans of colleges of arts and sciences committee set the following resource goals for the project. provided guidance regarding the general usefulness of the * Identify the computing resource requirements for a report from an administrative perspective. The chairper- viable program in CSE. sons of all ABET-accredited computer science and engi- * Identify the laboratory resources necessary for a pro- neering programs were asked to provide reactions to the overall program requirements. The chairpersons of all gram. * Determine the library resources necessary to support Computer Society Technical Committees, a subset of the Educational Activities Board mailing list, and additional a program. * Determine the general support requirements that are individuals received copies primarily to give their reactions to specific areas within the report. Approximately 50 necessary to have viable program operation. responses were received to these mailings. The committee reviewed the central computing resource This set of reviews had an overall positive tone and sup- requirements from the viewpoints of changes in tech- ported completion and release of the report in substantial- nology, the type of software support required by CSE pro- ly the form of the June 1983 draft. Nonetheless, comments grams, and the number, type, and performance charac- and suggestions received were cross-referenced to the teristics of the I/0 devices. Members underscored the report and presented to the Model Program Committee. importance of high-speed, interactive facilities. They iden- Although not all suggested changes caused a revision in the tified laboratory resource requirements on the basis of per- final document, they were all carefully considered. The sonnel, hardware, software, and support staff. They in- analysis and review were completed in early fall 1983, with sisted that the laboratory incorporate a substantial design appropriate revisions included in the final report. component and emphasized the vital role that faculty should play in the laboratories and how their efforts Table 5. Mapping to model program core. should be recognized. Committee members also stipulated that programs in- clude professional librarians in order to have a viable SA Course Title Course Numbers library and ensure the type of services that should be pro- Fundamentals of Computing CSE 101, 102 vided. They also identified secretary-staff-office and sup- 2 Data Structures CSE 101, 102, 201 3 System Software & Software Engineering CSE 302 port equipment needs. 4 Computing Languages 'Required' Prof. Elec. 5 Operating Systems 'Required Prof. Elec. 6 Logic Design CSE 102, 201, 203 Review procedure 7 Digital Systems Design CSE 201. 203. 301 8 Computer Architecture 'Required' Prof. Elec. 9 Interfacing and Communications CSE 203. 301. 302 Many CSE specialists have contributed to this model 10 Introduction to Computing Lab CSE 101, 102 program. The report took its final form through the 11 Software Laboratory CSE 303 generous volunteer effort of both the contributors and the 12 Digital Systems Design Lab CSE 203 reviewers. Reviews accompanied all phases of the prepara- 13 Protect Lab CSE 401, 402 tion. The Model Program Committee held open meetings at Compcons, Compsacs, and National Computer Con- ferences throughout 1982 and 1983. There were also Table 6. The ABET requirements are exceeded in each category. several presentations on various aspects of the recom- This is typical of most actual implementations. mended program at educational conferences. As a result, the specification of the subject areas and the noncurricular recommendations benefitted from a broad input. Requirement Subtect Course Numbers The initial set of subject areas for the core was iden- 1 /2 year Mathematics Math 101. 102. 201. tified, developed, and written by summer 1982. Then, core 202 Stat 301. CSE 202 subject areas were distributed for review to approximately 1 /2 year Basic Sciences Chem 101, Phys 101, 50 experts from academia, industry, and government. A 102; Basic Science Electives revised core was prepared on the basis of the reviews received. After this initial review, the advanced subject 112 year Humanities/Social Humanities/Social Sciences Sciences areas and noncurricular aspects of the program were Electives developed. As each section was drafted, it was individually 1 Year Engineering Science EE 201, 301. ES 301. reviewed by one or more knowledgeable professionals, CSE 101 102, 301. then revised. Professional Electives, By Compsac 1982, a complete draft report was avail- 27 credits able. It was circulated to the Computer Society Educa- 1 2 year Engineering Design CSE 101, 102, 201, tional Activities Board, Executive Committee, and 202, 301, 303, 401, 402 April 1984 15  The tinal resisions were not major, perhaps because of of hardware and software design, reinforced ssith ex- the extensive earlier reiesss. On1y subject areas 3, 5, and periential skills. It is organized into subject areas for ease 11 ot the core material required major revision, although of implementation into courses either on a quarter or numiLerous additional materials and sugaestions sere incor- semester basis. Further, the curriculum is divided into the poiated in other areas. The sample implementation, core material and the adsvanced material. The core mate- Tables 3, 4, 5 ancd 6, ssas resritten to be niore represen- rial consists of concepts that proside the students with a tatis e ot a C'SE cmi-riculut sn ith strone, CSE coniteit. thorough understanding of softsware and hardsare dcsign Amione- other changes resulting tfiomi this reviews sere the as sell as laborators experimenits \vhich gise themi csx- inClusioll ot a graphical representation ot the prerequisite perience in integrated ssstem design. The ads anced struCture of the programn, liFure 1. \lans resiewers com- nmaterial spans the breadth of the conmputer area in theory, menited that the micodules cdicd not represent ullifornm softss are cngineerine, V ISI design and computer applicL- amounts ot teachiuct- timie, andc requested that sweights be tions in conllllllcationis, anid areas such as iobotics. The assicued. The conimilittec telt that the wseiht attached to samnple inmplemenietationi illusti-ates a method of not onls the cooncepts, be it ani in-depth trcatmeniit or only the detini- nmeeting, but coing, sell bevond the ABET accreditation tion of the concept, was a choice eaclh instructor should requiremnents for oui tfielid. make depending on local coinditioIns. Hosseer, the report The docuniciit also addresscs resources, such as facutltv, noss -ontains estimatc ot the timc requirecil to teach the laboratories, andi other >support, shich are needed tot pio- subject areas ot the coie. Respondinl to icasoniable re- crams in conmputeI- science and engineerinig. WAith a comil- qLests fot ccrtaill nes' coc material, the conmnittee in- mitmenit to resoii-ces, ans institutioni that so desircs cani ci-eased the semrestei-cr edit-hour limit ftoi the core cur- use this report to customll desienl a program that suits its culumn to 33 semcl]stCl hours, althouchl 3(0 credits sas an particulati- needs and the expertise ot its faCults. * caik,lscal. ResvicWsC1c.iIIwmmcnlts aIlso cauLscd a nitumiiber ot Imlociticationls in thle af tulCts andct i-csouiIcc aspects of the pr ocram. Acknowledgments This airtile summlllrai zcs the i-esults ot the miiodel pro- TIhe imiodel pirogram piesentcdhlci-c w as developed bs a cFrami piroject. It cotuld not hasc been accomplished ctollllittcc of the Educational Activ ities Boarcl ot the ithout thc halI-d sork andi dcdicationi of many people. \' c 1 C oMLputc SoicCts ThIC cturiiculltllll comonlent of thanik all those s ho oi iciiated, stimulated, and Coltilnued the pirogiram is inteindecd to pirovide potenitial craduates the pi-oject: the coordiniators w5ho osersas the variions ssith a scll-balanced ecducation in fundamental pi-inciples aspects of the piroject; the conitributot-s who s rote miodules oi subject ai-cas or sho made othei orcaniza- Si _ tional contributions; anld the res iCss eIs of the Cai'ions di-afts of this dctcumiienlt. The Model Priogi am task sas becun in 1981 unidei- C THE Al BUSINESS Cotmici-cial IUiscs of \Aitilieial Inltcllie!cence Ramamoor tlh thenl s ice piesidenit ot the Comlputei- Socie- t tfoi Edticational Activ ities, anid conitinued and expanided bs his SuCCCS.soi, Ta lor 13ooth. The Model Program '(1ditcd /)v Paltrick11. VV'iEstoll aild C ommittee conisisted ot Bill Carn-oll, Ron D)anielson, JeI rs A.z(1/Cit P rlc(rCJt./(l' I EngJel, Lee HollaaI, Pei Hsia, Rao Vemuri, Ben Wk'ah, and IsAi titicial Intelitlence a tlres fn thlcat the atuthoi s. Additional conitribtutois and res ieswers are )o sihil itiCs andt nl itIIitC d insetIntenCIIt potential )r- meniitionied bs nameai in the foriesoId of the doCLumlenit I i 1ar i it siipl k hs pc Ilos lt . ;1tiah ins hcinL itselt. \\Ie also thank the east coast offtice ot the IEEE LsCd1 todas CompUtcr Socicts foi its assistanice. Inl thiP inllportant ness hook. i ndlsti pit)csiom\ls Fcsc.tth-clis. and fillnianial minisdistCLIsn rCteal sr-ld tipl icticitios (ot A I icclnos ilt thOecItCtttl illrdnstl-s. rricfI iire. the (i) lHtld stI-. tlrd CICti-onic dc hMss n t-oss , IM AI C All he a s! otit of oIIr p roitcIsstipVit\ urothics Tlie tatlk .ihout s hler- tthe kes ldchts Vc Corric tIor.il l( ss herei- thles atc otoiIItL to colmetnil pro. te ancllo cow i u stilltelt oppor- toin itic t i C ,Cc t ci.ndM thi 1s 11 at co Ie o eeIC1tC 11t(o uLrsCitiCv sN/icd hC/(fcdoi Li ss il c illnpitter References 1. Xlodel/ C uic/d I'lCormCrputer S'ctico aud ELng'i,renoriurc, I 'dcation C Omn1irittic ot the I LIF Comtpntei Socretv, repo-t nlo. EHtIt 19-8, ILL -(S Ier- ss, Los Alamitos, tan., 197. I'C.Rol'ccsunuio',oloyl Cl(8('lto 1{10/cInCo 'oi/ttlpo'tr .So(iO1'.i?(11>t1(1 ! 0r i toll Street Iii/(noirmtioil Prtocessiu"' p,o-raors i't C olleitc's codl (,uni L.0 ( .I;irnh'id SI S (02142 soies, 1968-1951, C oillmittecc on C omputler C urricula o(itrh \( \t Efcntiioii nd A\C \Il ie NessNc\ oiYok, 198t. H< THEMITPRESS COMPUTER Reader Service Number 3  3. Computer Sciences in Electrical Engineering, Cosine Com- 30. Reading in Artificial Intelligence, B. L. Webber and N. J. mittee, Commission on Engineering Education, National Nilsson, eds., Tioga Publishing, Palo Alto, CA, 1981. Academy of Engineering, Washington, DC, 1967. 31. Representation and Understanding, D. G. Bobrow and A. 4. T. L. Booth, Introduction to Computer Engineering: Hard- Collins, eds., Academic Press, New York, 1975. ware and Software Design, John Wiley & Sons, New York, 32. Building Expert Systems, F. Hayes-Roth, D. Waterman, 1984. and D. Lenat, eds., Addison-Wesley, Reading, MA, 1983. 5. D. L. Dietmeyer, Logic Design of Digital Systems, Allyn 33. Expert Systems in the Microelectronics Age, D. Michie, ed., and Bacon, Rockleigh, NJ, 1978. Edinburgh Univ. Press, Edinburgh, 1979. 6. W. I. Fletcher, An Engineering Approach to Digital Design, 34. D. S. Nau, "Expert Computer Systems," Computer, Vol. Prentice-Hall, Englewood Cliffs, NJ, 1980. 16, No. 2, Feb. 1983, pp. 63-85. 7. F. J. Hill and 0. R. Peterson, Introduction to Switching 35. K. S. Fu, "Robotics and Automation," Computer, Vol. 15, Theory and Logical Design, John Wiley & Sons, New York, No. 12, Dec. 1982, pp. 34-40. 1981. 36. R. A. Jarvis, "A Computer Vision and Robotics Labora- 8. G. G. Langdon, Jr., "A Building Block Approach to Digital tory," Computer, Vol. 15, No. 6, June 1982, pp. 8-24. Design," IEEE Potentials, Vol. 2, No. 2, 1983, pp. 7-10. 37. S. S. Reddi and E. A. Feustel, "A Restructurable Computer 9. M. Mano, Digital Logic and Computer Design, Prentice- System," IEEE Trans. Computers, Vol. C-27, No. 1, Jan. Hall, Englewood Cliffs, NJ, 1979. 1978, pp. 1-20. 10. H. T. Nagel, B. Carroll, and J. Irwin, An Introduction to Computer Logic, Prentice-Hall, Englewood Cliffs, NJ, 1975. 11. John Peatman, Digital Hardware Design, McGraw-Hill, Hightstown, NJ, 1980. 12. G. Williams, Digital Technology, SRA, Palo Alto, CA, 1981. J. T. Cain is a guest editor of this issue. His photo and biography 13. T. R. Blakeslee, Digital Design with Standard MSI andLSI, appear on p. 6. Wiley Interscience, New York, 1979. 14. D. Winkel and F. Prosser, The Art of Digital Design, Prentice-Hall, Englewood Cliffs, NJ, 1980. 15. T. Bartee, Digital Computer Fundamentals, McGraw-Hill, Hightstown, NJ, 1981. G. G. Langdon, Jr., is a senior member of 16. C. Wiatrowski and C. House, Logic Circuits and the IEEE Computer Society and is cochair- Microcomputer Systems, McGraw-Hill, Hightstown, NJ, man of the Model Program Committee of 1980. the Educational Activities Board. 17. J. Hayes, Computer Architecture and Organization, With IBM since 1963, Langdon is in- McGraw-Hill, Hightstown, NJ, 1978. U- terested in computer design and architec- w * > ture, mapping algorithms to VLSI, error 18. G. G. Langdon, Jr., Computer Design, Computeach Press, detection, and data compression systems. San Jose, CA, 1982. At the University of Sao Paulo, 1971-1972, 19. M. Sloan, Computer Hardware and Organization, SRA, Langdon's students designed and built Palo Alto, CA, 1983. Brazil's first digital computer. Langdon received his BSEE from Washington State Universi- 20. Handbook of Artificial Intelligence, A. Barr, P. R. Cohen, ty, his MSEE from the University of Pittsburgh, and his PhD in and E. A. Feigenbaum, eds., Kaufmann, Los Altos, CA, EE from Syracuse University. Vols. 1-3, 1981, 1982. 21. P. H. Winston, Artificial Intelligence, Addison-Wesley, Reading, MA, 1977. 22. R. Kowalski, Logic for Problem Solving, Elsevier-North Holland, New York, 1979. 23. G. McCalla and N. Cercone, eds., "Approaches to M. R. Varanasi is an active member of the Knowledge Representation," Computer, Vol. 16, No. 10, IEEE Computer Society and is currently in- Oct. 1983. volved in developing a model program in Computer Science/Engineering for the Ed- 24. N. Nilsson, Principles ofArtificial Intelligence, Tioga Press, ucational Activities Board of the IEEE Palo Alto, CA, 1980. Computer Society. 25. R. C. Schank and C. K. Riesbeck, Inside Computer Under- Currently an associate professor in the standing: Five Programs Plus Miniatures, L. Erlbaum department of Computer Science and Engi- Assoc., Hillsdale, NJ, 1981. neering at the University of South Florida, ) his research interests include coding theory, 26. J. F. Sowa, Conceptual Structures: Information Processing fault tolerant computing, computer architecture and image pro- in Mind and Machine, Addison-Wesley, Reading, MA, cessing. From 1973 to 1980 he was with the department of elec- 1984. trical engineering, Old Dominion University, Norfolk, VA. 27. W. F. Clocksin, and C. S. Mellion, Programming in Prolog, Varanasi received his BSC and DMIT degree from Andhra Springer-Verlag, New York, 1982. University and Madras Institute of Technology, India, and his 28. P. H. Winston, "Learning Structural Descriptions from Ex- of MS and PhD degrees in electrical engineering from the University amples," in The Psychology of Computer Vision, P. Maryland, College Park, in 1972 and 1973 respectively. Winston, ed., McGraw-Hill, Hightstown, NJ, 1975. Questions about this article can be directed to J. T. Cain, 29. E. Horowitz and Sartaj Sahni, Fundamentals of Computer Department of Electrical Engineering, University of Pittsburgh, Algorithms, IEEE-CS Press, Los Alamitos, CA, 1978. Pittsburgh, PA 15261. April 1984 17