1 ENCUESTAS Instrumentos de aplicación a Egresados Ilustración 1. Encuesta a Egresados: Información Personal.
2 Ilustración 2. Encuesta a Egresados: Competencias Generales.
3 Ilustración 3. Encuesta a Egresados: Competencias Disciplina ISC.
5 Ilustración 4. Encuesta a Egresados: Competencias Investigativas y de Emprendimiento.
6 Ilustración 5. Encuesta a Egresados: Competencias Personales.
7 Instrumentos de aplicación a empleadores Ilustración 6. Encuesta a Empleadores: Información personal y de la empresa.
8 Ilustración 7. Encuesta a Empleadores: Satisfacción de Competencias Generales.
9 Ilustración 8. Encuesta a Empleadores: Desarrollo de sus Competencias Disciplina ISC.
10 Ilustración 9. Encuesta a Empleadores: Desarrollo de sus Competencias Investigativas y de Emprendimiento.
12 Ilustración 10. Encuesta a Empleadores: Satisfacción con Competencias Personales.
13 Instrumentos de aplicación a docentes Ilustración 11. Encuesta a Docentes: Información Personal
14 Ilustración 12. Encuesta a Docentes: Competencias Generales.
15 Ilustración 13. Encuesta a Docentes: Competencias Disciplina ISC.
17 Ilustración 14. Encuesta a Docentes: Competencias Investigativas y de Emprendimiento.
18 Ilustración 15. Encuesta a Docentes: Competencias Personales.
20 UNIVERSIDAD TECNOLÓGICA DE PEREIRA INGENIERÍA DE SISTEMAS Y COMPUTACIÓN DESARROLLO DE COMPETENCIAS PERSONALES EN EGRESADOS Número de Encuesta Competencia 1 Competencia 2 Competencia 3 1 Muy Desarrollada Desarrollada Desarrollada 2 Desarrollada Muy Desarrollada Poco desarrollada 3 Muy Desarrollada Poco Desarrollada Desarrollada 4 Desarrollada Muy Desarrollada Muy Desarrollada 5 Muy Desarrollada Poco Desarrollada Muy Desarrollada 6 Desarrollada Desarrollada Desarrollada 7 Muy Desarrollada Desarrollada Muy Desarrollada 8 Muy Desarrollada Desarrollada Muy Desarrollada 9 Desarrollada Desarrollada Desarrollada 10 Sin Desarrollar Muy Desarrollada Poco Desarrollada 11 Desarrollada Desarrollada Desarrollada 12 Sin Desarrollar Poco Desarrollada Desarrollada 13 Muy Desarrollada Muy Desarrollada Muy Desarrollada 14 Muy Desarrollada Desarrollada Muy Desarrollada 15 Muy Desarrollada Muy Desarrollada Muy Desarrollada 16 Desarrollada Desarrollada Muy Desarrollada 17 Poco Desarrollada Sin Desarrollar Sin Desarrollar 18 Desarrollada Desarrollada Muy Desarrollada 19 Poco Desarrollada Muy Desarrollada Desarrollada 20 Poco Desarrollada Desarrollada Desarrollada 21 Desarrollada Muy Desarrollada Desarrollada 22 Poco Desarrollada Muy Desarrollada Desarrollada 23 Desarrollada Desarrollada Desarrollada 24 Desarrollada Desarrollada Muy Desarrollada 25 Muy Desarrollada Desarrollada Muy Desarrollada 26 Sin Desarrollar Sin Desarrollar Poco Desarrollada 27 Desarrollada Muy Desarrollada Muy Desarrollada 28 Muy Desarrollada Desarrollada Muy Desarrollada 29 Desarrollada Desarrollada Muy Desarrollada 30 Muy Desarrollada Poco Desarrollada Desarrollada 31 Desarrollada Desarrollada Desarrollada 32 Muy Desarrollada Muy Desarrollada Desarrollada 33 Desarrollada Desarrollada Desarrollada 34 Desarrollada Poco Desarrollada Desarrollada 35 Muy Desarrollada Muy Desarrollada Desarrollada 36 Desarrollada Poco Desarrollada Muy Desarrollada
22 ÓGICA DE PEREIRA S Y COMPUTACIÓN PERSONALES EN EGRESADOS Competencia 4 Competencia 5 Competencia 6 Desarrollada Desarrollada Desarrollada Poco desarrollada Desarrollada Muy desarrollada Muy Desarrollada Desarrollada Muy Desarrollada Muy Desarrollada Desarrollada Muy Desarrollada Muy Desarrollada Muy Desarrollada Muy Desarrollada Muy Desarrollada Desarrollada Desarrollada Muy Desarrollada Muy Desarrollada Desarrollada Muy Desarrollada Muy Desarrollada Muy Desarrollada Desarrollada Desarrollada Muy Desarrollada Muy Desarrollada Desarrollada Muy Desarrollada Muy Desarrollada Desarrollada Muy Desarrollada Muy Desarrollada Desarrollada Desarrollada Muy Desarrollada Muy Desarrollada Desarrollada Desarrollada Desarrollada Muy Desarrollada Muy Desarrollada Muy Desarrollada Muy Desarrollada Muy Desarrollada Desarrollada Muy Desarrollada Muy Desarrollada Desarrollada Desarrollada Muy Desarrollada Desarrollada Muy Desarrollada Desarrollada Desarrollada Desarrollada Muy Desarrollada Muy Desarrollada Desarrollada Muy Desarrollada Muy Desarrollada Muy Desarrollada Desarrollada Desarrollada Muy Desarrollada Desarrollada Desarrollada Desarrollada Muy Desarrollada Muy Desarrollada Muy Desarrollada Muy Desarrollada Muy Desarrollada Muy Desarrollada Muy Desarrollada Desarrollada Poco Desarrollada Desarrollada Muy Desarrollada Muy Desarrollada Desarrollada Muy Desarrollada Desarrollada Muy Desarrollada Muy Desarrollada Desarrollada Poco Desarrollada Poco Desarrollada Desarrollada Desarrollada Desarrollada Muy Desarrollada Desarrollada Desarrollada Desarrollada Desarrollada Desarrollada Poco Desarrollada Desarrollada Desarrollada Poco Desarrollada Desarrollada Desarrollada Desarrollada Muy Desarrollada Muy Desarrollada Muy Desarrollada 36% Competencia C1 C2 C3 C4 C5 C6 TOTAL 44% C1 11% TABLA D
24 TABLA DE VALORES: DESARROLLO DE COMPETENCIAS GENERALES EN EGRESADOS Competencia C1 C2 C3 C4 C5 C6 TOTAL Muy Desarrollada Desarrollada Poco Desarrollada 36% 44% 11% 31% 47% 17% 42% 47% 8% 58% 36% 6% 36% 61% 3% 53% 39% 8% 2, ,75 0, % 44% 47% 47% 42% 36% 36% 31% 17% 11% 8% 6% 8% 3% 6% 0% C1 C2 C3 C4 Muy Desarrollada Desarrollada Poco Desarrollada Sin Desarrollar
26 RESADOS TOTAL ENCUESTADOS 36 Sin Desarrollar 8% 6% 3% 0% 0% 0% 0, % 53% 36% 39% 6% 3% 0% 0% 0% 8% C5 C6 Desarrollada Sin Desarrollar
27 UNIVERSIDAD TECNOLÓGICA DE PEREIRA INGENIERÍA DE SISTEMAS Y COMPUTACIÓN INFORMACIÓN PERSONAL Número de Encuesta Nombre Completo Correo Electrónico 1 Andres Arango 2 Jairo Hernan Saavedra Cardona 3 Alberto Gálvis 4 Francisco Giraldo 5 Aldruvar Gutierres 6 Ingrid Galeano 7 Marcela Ivota 8 Julian David Toro 9 Jineht Hoyos Quintero 10 Erika Alexandra Rodriguez W 11 Empleador1 12 Empleador2 13 Empleador
29 TECNOLÓGICA DE PEREIRA SISTEMAS Y COMPUTACIÓN MACIÓN PERSONAL Nombre de la Empresa Sector económico al cual pertenece la empresa En qué ciudad? Tipo de Empresa IBG Comercial Otra Privada FANALCA Salud Cali Privada NutriAbonos Industrial Otra Privada NetLogistik Servicios Bogotá Privada Confamiliar Risaralda Servicios Pereira Otra Data Center S.A. - Pereira Servicios Pereira Privada CortesMedia Servicios Pereira Privada Tecnomovin Pereira Servicios Pereira Privada Open Systems Bogota Servicios Bogotá Privada Anatel Bogota Servicios Bogotá Privada Industrial Pereira Pública Industrial Pereira Pública Industrial Pereira Pública
31 Pereira Privada Industrial Bogotá Pública Servicios Medellín Otra Comercial Cali Educación Otra Financiero Salud TIPOS DE EMPRESAS Número de Empresas Proporción PÚBLICA PRIVADA OTRA TOTAL % 69% 8% 100%
33 Ciudad Pereira Bogotá Medellín Cali Número de Empresas Proporción 54% 23% 0% 8%
35 Otras Ciudades Total Sector Económico Industrial Servicios Comercial Educación Número de Empresas 15% 100% Proporción 31% 54% 8% 0% Número de Empresas Industrial Servicios Comercial Educación Educación Financiero
38 UNIVERSIDAD TECNOLÓGICA DE PEREIRA INGENIERÍA DE SISTEMAS Y COMPUTACIÓN ÉNFASIS EN LAS COMPETENCIAS PERSONALES Número de Encuesta Competencia 1 Competencia 2 Competencia 3 Competencia 4 Competencia 5 1 Necesario Necesario Necesario Necesario Necesario 2 Muy alto Muy alto Muy alto Muy alto Muy alto 3 Alto Alto Alto Alto Alto 4 Alto Alto Alto Muy alto Alto 5 Alto Alto Alto Alto Alto 6 Alto Alto Alto Alto Alto 7 Muy alto Alto Alto Alto Alto 8 Alto Necesario Necesario Necesario Necesario 9 No aplica Muy alto Muy alto Necesario Muy alto 10 Muy alto Muy alto Muy alto Muy alto Alto 11 Necesario Necesario Necesario Poco Necesario 12 No aplica Poco Poco Muy alto Necesario 13 Muy alto Muy alto Muy alto Muy alto Alto 14 Muy alto Muy alto Muy alto Muy alto Muy alto 15 Muy alto Muy alto Muy alto Muy alto Muy alto
39 TOTAL ENCUESTAS 15 Competencia 6 Alto Muy alto Alto Alto Muy alto Alto Alto Necesario Alto Muy alto Necesario Alto Necesario Muy alto Muy alto Muy alto Alto Necesario Poco No aplica 50% 45% 40% 35% 30% 25% 20% 15% COMPETENCIA C1 C2 C3 C4 C5 C6 TOTAL TABLA DE VALORES: ÉNF 40% 40% 33% 33% 13% 13% 10% 5% 0% C1 0%
40 COMPETENCIA C1 C2 C3 C4 C5 C6 TOTAL TABLA DE VALORES: ÉNFASIS EN LAS COMPETENCIAS PERSONALES Muy Alto Alto Necesario Poco No Aplica 40% 33% 13% 0% 13% 40% 33% 20% 7% 0% 40% 33% 20% 7% 0% 47% 27% 20% 7% 0% 27% 47% 27% 0% 0% 33% 47% 20% 0% 0% 2, ,2 1,2 0,2 0, % 47% 47% 40% 40% 33% 33% 33% 33% 27% 27% 27% 20% 20% 20% 20% 13% 13% 7% 7% 7% 0% 0% 0% 0% 0% 0% 0% 0% C1 C2 C3 C4 C5 C6 Muy Alto Alto Necesario Poco No Aplica
41 Computing Curricula 2005 The Overview Report covering undergraduate degree programs in Computer Engineering Computer Science Information Systems Information Technology Software Engineering A volume of the Computing Curricula Series The Joint Task Force for Computing Curricula 2005 A cooperative project of The Association for Computing Machinery (ACM) The Association for Information Systems (AIS) The Computer Society (IEEE-CS) 30 September 2005
42 Computing Curricula 2005 The Overview Report Copyright 2006 by ACM and IEEE. All rights reserved. Copyright and Reprint Permissions: Permission is granted to use these curriculum guidelines for the development of educational materials and programs. Other use requires specific permission. Permission requests should be addressed to: ACM Permissions Dept. at or to the IEEE Copyrights Manager at ISBN: X ACM Order Number: IEEE Computer Society Order Number: R0236 Additional copies may be ordered from: IEEE Computer Society IEEE Service Center IEEE Computer Society ACM Order Department Customer Service Center 445 Hoes Lane Asia/Pacific Office P.O. Box Los Vaqueros Circle P.O. Box 1331 Watanabe Bldg., New York, NY P.O. Box 3014 Piscataway, NJ Minami-Aoyama Los Alamitos, CA Tel: Minato-ku, Tokyo (outside U.S.) Tel: Fax: JAPAN Fax: Tel: Fax: Cover art by Robert Vizzini. Printed in the United States of America Sponsoring Societies This report was made possible by financial support from the following societies: ACM IEEE Computer Society Page ii
43 Computing Curricula 2005 The Overview Report The Joint Task Force for Computing Curricula 2005 Russell Shackelford is chair of the CC2005 Task Force. He is the previous chair of the ACM Education Board. He has served as Associate Chair of the Computer Science Department at Stanford University and as Director of Undergraduate Studies at Georgia Tech s College of Computing. He was co-chair of the CC2001 Task Force. James H. Cross II is Philpott-Westpoint Stevens Professor and Chair of Computer Science and Software Engineering at Auburn University. He is a past Vice President of the IEEE Computer Society s Educational Activities Board (EAB). He was a member of the CC2001 Task Force. Gordon Davies recently retired after forty years of teaching, the last twenty of which were at the U.K. s Open University. In recent years, he helped create ACM s Professional Development Center. He is now actively involved in accreditation for the British Computer Society. He was a member of the CC2001 Task Force. John Impagliazzo is Professor of Computer Science at Hofstra University. He chaired the Accreditation Committee of the ACM Education Board for twelve years. Currently, he is editor-in-chief of Inroads - The SIGCSE Bulletin, chair of the IFIP Working Group 9.7 on the History of Computing, and an active member and treasurer of the IEEE History Committee. He was a member of the CE2004 Task Force. Reza Kamali is an Associate Professor and Department Head of Computer Information Systems and Information Technology at Purdue University Calumet, Hammond, Indiana. He was a founding member of SITE, which later became ACM s SIGITE. He now serves as SIGITE Education Officer. He is a member of the IT2006 Task Force. Richard LeBlanc recently retired as Professor of Computer Science, College of Computing, Georgia Tech. He now serves as Vice President for Academic Affairs, Southern Catholic College. He is a past Chair and Vice Chair of the ACM Education Board, a member of IFIP Working Group 3.2 (Informatics Education at the University Level), a Team Chair for ABET s Computing Accreditation Commission, and a Software Engineering Program Evaluator for the Engineering Accreditation Commission. He was co-chair of the SE2004 Task Force. Barry Lunt is Associate Professor of Information Technology at Brigham Young University. He was a founding member of SITE, which later became ACM s SIGITE. He is a member of the IEEE Computer Society, the IEEE Communication Society, and ASEE. He is chair of the IT2006 Task Force. Andrew McGettrick is Professor of the Department of Computer and Information Sciences, University of Strathclyde, Glasgow, Co-chair of the ACM Education Board, and a Vice President of the British Computer Society. He recently chaired groups that created benchmark standards for undergraduate and Masters degree programs in Computing in the U.K. He was a member of the CC2001 Task Force, the CE2004 Task Force, and the SE2004 Task Force. Robert Sloan is Associate Professor in the Computer Science Department of the University of Illinois at Chicago. He is an active member of the Educational Activities Board of the IEEE Computer Society. He was a member of the CC2001 Task Force and the CE2004 Task Force Heikki Topi is Associate Professor of Computer Information Systems and Chair of the CIS Department at Bentley College, Waltham, MA. He is active in the Association for Information Systems (AIS) and is involved in curriculum development and accreditation activities within the North American IS community. He was a member of the IS2002 Task Force. Page iii
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45 Computing Curricula 2005 The Overview Report Table of Contents Sponsoring societies and copyright notice... ii Members of the CC2005 Task Force... iii Table of Contents... v Summary Introduction Purpose Scope Background and history Guiding principles The Computing Disciplines What is computing? The landscape of the computing disciplines Before the 1990s Significant developments of the 1990s After the 1990s Descriptions of the computing disciplines Computer engineering Computer science Information systems Information technology Software engineering Graphical views of the computing disciplines Computer engineering Computer science Information systems Information technology Software engineering Degree programs and expectations of graduates Curriculum summaries: A tabular comparison of computing degree programs What the tabular view represents Using the table: two related examples Degree outcomes: Comparing expectations of degree program graduates International Differences The pace of change in academia: The disciplines and the available degrees Computer engineering Computer science Information systems Information technology Software engineering The pace of change in the workplace: The degrees and career opportunities A shared identity: The common requirements of a computing degree...35 Page v
46 Computing Curricula 2005 The Overview Report 4. Institutional considerations Evolution of computing degree programs The portfolio strategy Institutional challenges to diversity Faculty development and adaptation Organizational structure Curricular structure Academic integrity and market forces Computing curricula and accreditation Benefits of discipline-specific accreditation Accreditation and quality National; traits and international cooperation Accreditation in the U.K Accreditation in the U.S Next steps...49 References...51 Glossary...52 Page vi
47 Computing Curricula 2005 The Overview Report Summary Computing has dramatically influenced progress in science, engineering, business, and many other areas of human endeavor. In today s world, nearly everyone needs to use computers, and many will want to study computing in some form. Computing will continue to present challenging career opportunities, and those who work in computing will have a crucial role in shaping the future. It is important that the computing disciplines attract quality students from a broad cross section of the population and prepare them to be capable and responsible professionals, scientists, and engineers. Over the years, professional and scientific computing societies based in the U.S. have taken a leading role in providing support for higher education in various ways, including the formulation of curriculum guidelines. Several reports that define and update guidelines for computing curricula have appeared over the past four decades. Recent efforts have targeted international participation, reflecting the need for the leading professional organizations to become truly global in scope and responsibility. Early in the process that produced Computing Curricula 2001 (CC2001), it became clear that the dramatic expansion of computing during the 1990s made it no longer reasonable to produce updated curriculum reports just for the disciplines for which reports existed previously. CC2001 called for a set of reports to cover the growing family of computing-related disciplines, including a separate volume for computer science, information systems, computer engineering, and software engineering. It was also clear that new computing disciplines would emerge over time. Since the publication of CC2001, information technology has joined the family of computing disciplines and now requires its own curriculum volume. The CC2001 report also called for an Overview Report to summarize the content of the various disciplinespecific reports. This document is the first edition of that Overview Report. Its goal is to provide perspective for those in academia who need to understand what the major computing disciplines are and how the respective undergraduate degree programs compare and complement each other. This report summarizes the body of knowledge for undergraduate programs in each of the major computing disciplines, highlights their commonalities and differences, and describes the performance characteristics of graduates from each kind of undergraduate degree program. To create this report, we have examined curriculum guidelines for undergraduate education and have referred to the computing professions and other supporting information as necessary. We have not focused on graduate education or on the identities of the computing research communities. College-level faculty and administrators are the audience for this report. It outlines the issues and challenges they will face in shaping the undergraduate programs that will serve their constituents and their communities. Following the publication of the Overview Report, the Joint Task Force will publish a shorter companion report, The Guide to Undergraduate Programs in Computing. The Guide will offer guidance to a broader audience, including prospective students, their parents and guidance counselors, and others who have reason to care about the choices that await students who move from high school to college. It will provide brief characterizations of the computing disciplines, profile factors that students might consider when choosing an area of computing study, and it will be widely distributed as an independent document. This report is the result of an unprecedented cooperative effort among the leading computer societies and the major computing disciplines. It is based on inspection and analysis of the five discipline-specific volumes of the Computing Curricula Series. Because most of these documents are oriented to higher education in the United States and Canada, this report is implicitly North American-centric. We expect future generations of all such volumes to be more international in scope. Until then, this report provides context that may help those in other nations know how to best use these reports in their current context. Because things change rapidly in computing, the reports will require frequent updates. Electronic copies of the most recent edition of this and other computing curricula reports can be found at and at Page 1
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49 Computing Curricula 2005 The Overview Report 1.1. Purpose of This Report Chapter 1: Introduction This report provides an overview of the different kinds of undergraduate degree programs in computing that are currently available and for which curriculum standards are now, or will soon be, available. Teachers, administrators, students, and parents need this report because computing is a broad discipline that crosses the boundaries between mathematics, science, engineering, and business and because computing embraces important competencies that lie at the foundation of professional practice. Computing consists of several fields, and many respected colleges and universities offer undergraduate degree programs in several of them such as computer science, computer engineering, information systems, information technology, software engineering, and more. These computing fields are related but also quite different from each other. The variety of degree programs in computing presents students, educators, administrators, and other community leaders with choices about where to focus their efforts. Several questions naturally arise. What are these different kinds of computing degree programs? How are they similar? How do they differ? How can I tell what their names really mean? Which kinds of programs should our local college or university offer? And so on. These are all valid questions, but to anyone unfamiliar with the breadth of computing, the responses to these queries may be difficult to articulate. This report may help to provide some answers. We have created this report to explain the character of the various undergraduate degree programs in computing and to help you determine which of the programs are most suited to particular goals and circumstances. We intend this report to serve a broad and varied audience. We think it can be helpful to: university faculty and administrators who are developing plans and curricula for computing-related programs at their institutions, and to those who guide the accreditation of such programs, and responsible parties in public education, including boards of education, government officials, elected representatives, and others who seek to represent the public interest. In addition, we will soon be preparing The Guide to Undergraduate Degree Programs in Computing (henceforth the Guide). The Guide will be an independent companion document that will be broadly distributed to a more general audience. It is intended to serve: students who are trying to determine which path of computing study fits their interests and goals, parents, teachers, guidance counselors, and others who are trying to assist students in their choices, professionals considering how to continue their education in a rapidly changing, dynamic field, and anyone who is trying to make sense of the wide range of undergraduate degree programs in computing that are now available Scope of This Report There are many kinds of computing degree programs. Reliable information about the number of different kinds of computing degree programs is hard to come by, but over the last ten years or so, there has been a dramatic increase in the number and type of computing degree programs available to students. It is beyond both our goal and our capability to catalog and characterize them all. In this report, we focus on five that are prominent today: computer engineering (CE), computer science (CS), information systems (IS), information technology (IT), and software engineering (SE). These five satisfy our criterion for inclusion, that is, each one has, or will soon have, a recent volume of undergraduate curriculum guidelines Page 3
50 Computing Curricula 2005 The Overview Report that is approved and published by one or more international professional and scientific societies. These five also attract the overwhelming majority of all U.S. undergraduates who are majoring in computing. We expect that, in the future, additional disciplines in computing may satisfy our criterion. When that is the case, they may be included in future editions of this report. Candidates for future editions might include new fields that don t yet have such guidelines (e.g., bioinformatics) and more established fields that have not recently issued such guidelines (e.g., computer engineering technology). The foundation of this report is the set of curriculum standards that exist for undergraduate degree programs in the five major computing-related fields mentioned above. Each one of the five disciplinespecific curricula volumes represents the best judgment of the relevant professional, scientific, and educational associations and serves as a definition of what these degree programs should be and do. While some of these reports may be scheduled for revision, we have made no effort to update their contents as that is beyond our mission and authority. Rather, we have taken what is given in the five current curricula volumes, compared their contents to one another, and synthesized what we believe to be essential descriptive and comparative information. The five curricula volumes contain a great deal of detailed information not included here. Readers who want detailed information about any of the five disciplines covered in this report should consult the original sources. The computing curricula volumes can be found at and In addition to using these five reports as the basis for this report, we have referred to the computing professions and other supporting information as necessary. We have not focused on other kinds of undergraduate computing degree programs, on graduate education in computing, or on the identities of the computing research communities. Nor have we included any information or comment about nontraditional computing education such as provided in conjunction with vendor-specific certification programs; those arenas are deserving of evaluation, but such work is beyond the scope of this project. The remainder of this report includes the following, In Chapter 2, we characterize each of the five major disciplines of computing. In Chapter 3, we flesh out the characteristics of each of these five kinds of degree program and compare them to each other. We also compare and contrast the kind of professional capabilities expected of the graduates of each kind of degree program. In Chapter 4, we conclude by alerting educators, administrators, and other responsible parties to some issues that may emerge in the creation of new fields of computing. In Chapter 5, we tell you how to obtain online copies of the five discipline-specific curriculum reports and offer guidance about how to use them. Following publication of this report, we will prepare and publish a Guide to Undergraduate Programs in Computing. This will be a shorter stand-alone document to be distributed more widely than the Overview Report. In it, we will provide information for prospective students, and for those who advise them, to help them make well-informed choices. Computing itself will continue to evolve. In addition, new computing-related fields are likely to emerge. As we update the existing discipline-specific reports and, as additional reports for new fields of computing emerge, you can expect to see updated versions of this report. To find out if this document (CC2005-Overview) is the most recent edition of the Overview Report on Computing Curricula, go to or From either of these sites, you will be able to determine if a newer version exists. If a newer version exists, you may download the newest version from either site. Page 4
51 Computing Curricula 2005 The Overview Report 1.3. Background and History Over the last forty years, four major organizations in the U.S. have developed computing curriculum guidelines for colleges and universities: The Association for Computing Machinery (generally called ACM or the Association for Computing) is a scientific and professional organization founded in It is concerned with the development and sharing of new knowledge about all aspects of computing (the word machinery in its name is a historical artifact). It has traditionally been the professional home of computer scientists who devise new ways of using computers and who advance the science and theory that underlies both computation itself and the software that enables it. ACM began publishing curriculum recommendations for CS in 1968 (a preliminary version appeared in 1965) and for IS in The Association for Information Systems (generally called AIS ) was founded in It is a global organization serving academics who specialize in Information Systems. Most academic members of AIS are affiliated with Schools/Colleges of Business or Management. AIS began providing curriculum recommendations for IS in cooperation with ACM and AITP in The Association for Information Technology Professionals (often referred to as AITP) was founded in 1951 as the National Machine Accountants Association. In 1962, it became the Data Processing Management Association (or DPMA). It adopted its present name in AITP focuses on the professional side of computing, serving those who use computing technology to meet the needs of business and other organizations. It first provided curriculum recommendations for IS in The Computer Society of the Institute for Electrical and Electronic Engineers (often referred to as IEEE-CS or the Computer Society) originated in 1946 as the committee on Large Scale Computing Devices of the American Institute of Electrical Engineers (AIEE) and, in 1951, as the Professional Group on Electronic Computers of the Institute of Radio Engineers (IRE). The AIEE and the IRE merged in 1964 to become the IEEE, and the two subunits joined to become the Computer Society. The Computer Society is a technical society within the IEEE that is focused on computing from the engineering perspective. Today the Computer Society's members include computer engineers, software engineers, computer technologists, and computer scientists. It began providing curriculum recommendations in In recent years, there has been a large overlap in membership between ACM and the Computer Society. Prior to the 1990s, each society produced its own curriculum recommendations. Over time, the advantages of cooperative work among them became obvious. Today, the societies cooperate in creating curriculum standards, and, in this way, send a single message to the computing community. Many researchers and teachers belong to more than one of the societies. ACM and IEEE-CS joined forces in the late 1980s to create a joint curriculum report for computing. Published in 1991 and known as Computing Curricula 1991 or CC 91 [CC91], it provided guidelines for curricula for four-year Bachelor s degree programs in computer science and computer engineering. Throughout the 1990s, various efforts were made to produce curricula guidelines for other programs in computing education. By 1993, ACM had produced five reports for two-year Associate degree programs, one report each for computer science, computer engineering technology, information systems, computer support services, and computing for other disciplines. [AssocDeg] Also in 1993, ACM produced curriculum recommendations for a high school curriculum [HS]. In 1997, ACM, AIS, and AITP [AIS] published a model curriculum and a set of guidelines for four-year Bachelors degree programs in information systems [IS97]. The 1990s also saw newer computing fields such as software engineering gain increased prominence in the U.S. By the end of the 1990s, it was becoming clear that the field of computing had not only grown rapidly but had also grown in many dimensions. The proliferation of different kinds of degree programs in Page 5
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