ACS Recommendations to Improve Digital Technologies Education in Australia

The Australian Computer Society (ACS)  has released a whitepaper on "Computer education in Australian schools 2022: Enabling the next generation of IT" (June, 2022). This is timely, with a new federal government. There are 55 recommendations, but the most important is for support for those teaching Digital Technologies to be trained and qualified in what they are teaching (Recommendation 3, Page 72). This training, I suggest, should ideally be done using digital technologies, without necessarily taking in service teachers away from their classroom for extended periods (there are several good Australian university programs for this). Also it would be useful to have a nationally standardized senior secondary computer education curriculum (Recommendation 25, Page 77). It would also be useful to have research on how well schools do, what resources they have and how are disadvantaged students helped (Recommendation 55, Page 78). I commend the report to those advising Government ministers, state and federal: I know you read my blog. ;-)

Declaration of Interest: I am a member of the ACS, and its Professional Standards Board. But I wasn't involved with the computer education whitepaper, which is from the ICT Educators Committee.

Re-imagining Computing at the Australian National University

The Australian National University (ANU) has invited applications for a senior job "re-imagining" engineering and computing over six to twelve months:

"...  embark on an ambitious re-imagination of engineering and computing that will result in expansion of Engineering & Computer Science at the ANU.

Reporting to the Dean, successful applicant will have responsibility for the oversight and academic leadership as part of a team that will develop a blueprint and business plan for the College for the next 10 year period while also providing support to the Dean with leadership and management of the College, and will be a member of the College Executive. ..."

Dean Elanor Huntington talked on "Why We Need Engineers Now More Than Ever" at TEDxSydney. 

Sustainable Development in the Computing Curriculum

Klimova and Rondeau (2017) look at sustainable development and green technologies in university computing (ICT) curricula. The authors begin with the broad area sustainable development and then more specifically green computing interchangeably. Sustainable development is a far broader field than green computing. Sustainable development, in the context of the United Nations Sustainable Development Goals (SDGs), aims to meet human needs as well as environmental benefits. Green computing is limited to reducing the environmental impact of computers and using them for environmental benefit.

Klimova and Rondeau (2017, p. 4) found that 13.6% of joint master degree scholarships in the EU's Erasmus Mundus program are for sustainable development.  Only one program "Pervasive Computing and Communications for Sustainable Development" (PERCCOM), covers explicitly green computing.

The authors suggest the UK are leaders in green computing education at universities. I was not able to find the cited Leeds Beckett University MSc in Sustainable Computing, only an examiners report from 2015/2016. The University of Leicester Master’s degree in Environmental Informatics is still offered, but this is accredited by the Royal Institute of Chartered Surveyors, rather than the British Computer Society and may not be considered a computing degree. Similarly the Lancaster University Data Science MSc may be a more general science degree. Scandinavian countries are rated next after the UK for incorporating sustainability, followed by Germany.

Fourth on the list is Australia/New Zealand (ANZ), "Despite the lack of educational programs in green
ICT/computing". My  ICT Sustainability course, offered through the Australian Computer Society, the Australian National University, and Open University Australia is cited in support of this (Worthington, 2012).

The authors suggest that sustainability education will be driven by industry demand, particularly for datacenter energy saving. They suggest there may be future opportunities for smart cities, buildings, energy grids, and transport, in part driven by international climate change agreements.

References

Klimova, A., & Rondeau, E. (2017, July). Education for cleaner production in information and communication technologies curriculum. In 20th IFAC World Congress, IFAC 2017. URL https://www.researchgate.net/profile/Eric_Rondeau2/publication/318724970_Education_for_cleaner_production_in_Information_and_Communication_Technologies_curriculum/links/5979fedfa6fdcc61bb05b3a6/Education-for-cleaner-production-in-Information-and-Communication-Technologies-curriculum.pdf

Worthington, T. (2012, July). A Green computing professional education course online: Designing and delivering a course in ICT sustainability using Internet and eBooks. In Computer Science & Education (ICCSE), 2012 7th International Conference on (pp. 263-266). IEEE. URL https://doi.org/10.1109/ICCSE.2012.6295070

Defining the ICT Curriculum

Greetings from the UNSW Canberra (at ADFA) where Lynette Johns-Boast from ANU is speaking on "A Definitional Framework for curriculum" at the "Conveticle on Computing Education". It is surprising that what a curriculum is could be so unclear. However, what a curriculum is depends on what the purpose of education is, what outcomes are expected and how prescriptive  the process to get there is. Lynette suggests a software engineering approach can be applied to curriculum design, working from the purpose of the course to the desired outcomes and from this set out the required content. This prevents courses growing in an uncontrolled way, with old content just accumulating. Lynette uses the analogy of university degrees built from building blocks, but I suggest my analogy of car "platforms" works better. Building blocks are of a fixed size, but car platforms are designed so they can be adjusted in size (within set limits) to build a small or large car. In the case of curriculum you could apply the platform to a short diploma, a degree or a masters.

Coming up is:

2:40 Potential for Secondary and Tertiary IT Pathways in the light of the Digital Technologies Curriculum, Bruce Fuda, Gunghalin College
3:20 Computing Ethics Education, Richard Lucas, UC
4:00 Close

Teaching Innovation in Canberra

Greetings from the UNSW Canberra (at ADFA) where Richa Awasthy, from ANU is speaking on "TechLauncher: A university course creating industry-ready graduates and entrepreneurship". I have been the "client" for one of the teams of students doing the TechLauncher Program at ANU (building webinar software to plug into Moodle). Richa described the complexities of having IT students do a real group project where they have to produce a product (and optionally do a company start-up). May institutions now have some sort of project course and possibly a start-up, but the interesting thing about TechLauncher is that it links together existing project and start-up programs.

Coming up are:

1:40 A Definitional Framework for curriculum

Lynette Johns-Boast, ANU
2:20 Afternoon tea
2:40 Potential for Secondary and Tertiary IT Pathways in the light of the Digital Technologies Curriculum, Bruce Fuda, Gunghalin College
3:20 Computing Ethics Education, Richard Lucas, UC
4:00 Close

ps: This morning I talked on Evolving Content and Assessment for an International Moodle Course

Looking for Graduate Outcomes

Greetings from the UNSW Canberra (at ADFA) where Tim Turner just opened the "Conveticle on Computing Education". This is a free, informal one day conference where researchers and practitioners can present and discuss.  The first speaker is Chris Johnson from ANU on "Academic Peer Assessment for Learning Standards". The issue is how you compare the educational product which different universities produce.  Interesting, while universities compare a lot of time and resources assessing their students, they do not like to be assessed themselves. ;-)

Chris went through some of the reasons for learning standards: for the university, government and employers (one not mentioned was the community). He suggested that the final capstone project which ICT students do would be one option for benchmarking.

I suggest that university, government and employers may have different priorities for what graduates should be able to do. Hamilton, Carbone, Gonsalvez, and Jollands (2015) have looked at what ICT employers want. In terms of the public interest I suggest that competence is sufficient: that is graduates should be able to do what they are supposed to do without accidentally killing anyone. Universities and employers might want some form of ranking above competent. Also, I suggest, that universities and employers may have different priorities.

One issue for employers have been the professional skills of the graduates. That is can they work in teams, deliver on time, understand business processes and communicate with non-specialists. Universities have responded by claiming students have these skills, by having them in extra-curricular activities, as separate courses or integrated. The latter two approaches I suggest could be implemented using e-portfolios.

Coming up are:

9:40 Evolving Content and Assessment for an International Moodle Course, Tom Worthington, ANU
10:20 Morning tea
10:40 Teaching Human Computer Interaction to International Students, Jennyfer Taylor, ANU
11:20 Teaching Technical Subjects on Moodle, Michael de Raadt, Moodle
12:00 Lunch
1:00 TechLauncher: A university course creating industry-ready graduates and entrepreneurship, Richa Awasthy, ANU
1:40 A Definitional Framework for curriculum
Lynette Johns-Boast, ANU
2:20 Afternoon tea
2:40 Potential for Secondary and Tertiary IT Pathways in the light of the Digital Technologies Curriculum, Bruce Fuda, Gunghalin College
3:20 Computing Ethics Education, Richard Lucas, UC
4:00 Close

Reference

Hamilton, M., Carbone, A., Gonsalvez, C., & Jollands, M. (2015, January). Breakfast with ICT Employers: What do they want to see in our graduates?. In Proceedings of the 17th Australasian Computing Education Conference (ACE 2015) (Vol. 27, p. 30). Retrieved from http://www.tomw.net.au/education/online_professional_education/eportfolio/

ps: Most of the time the Australian Defence Force Academy (ADFA)  campus looks like any other university (except the students are in uniform). But today I noticed a sign pointing to a cyber-security course and there are helicopters landing on the playing field.

Computing Education Conference in Canberra

UNSW Canberra (at ADFA) is hosting the "Conveticle on Computing Education", 27 October 2015 in Canberra. This is a free, informal one day conference where researchers and practitioners can present and discuss. Contact Tim Turner, for more details.

Draft Program

8:30 Arrival tea and coffee
9:00 Academic Peer Assessment for Learning Standards, Chris Johnson, ANU
9:40 Evolving Content and Assessment for an International Moodle Course, Tom Worthington, ANU
10:20 Morning tea
10:40 Teaching Human Computer Interaction to International Students, Jennyfer Taylor, ANU
11:20 Teaching Technical Subjects on Moodle, Michael de Raadt, Moodle
12:00 Lunch
1:00 TechLauncher: A university course creating industry-ready graduates and entrepreneurship, Richa Awasthy, ANU
1:40 A Definitional Framework for curriculum
Lynette Johns-Boast, ANU
2:20 Afternoon tea
2:40 Potential for Secondary and Tertiary IT Pathways in the light of the Digital Technologies Curriculum, Bruce Fuda, Gunghalin College
3:20 Computing Ethics Education, Richard Lucas, UC
4:00 Close

Forum on Computing Education in Canberra

UNSW Canberra (ADFA) is hosting the "Conveticle on Computing Education", 27 October 2015 in Canberra. This is a free, informal one day conference where researchers and practitioners can present and discuss. Tim Turner, has asked for presenters:

"I am writing to invite you to attend this year’s Conventicle on Computing Education. UNSW Canberra agreed to host the event in Canberra this year. ... Please feel free to forward this invitation to other peers with a similar interest. The conventicle is a free one-day forum where computing education practitioners and researchers share their innovations, ideas, and findings with like-minded people working in the same geographic region.

The conventicle is often used to pre-present or re-present recently accepted papers, but it is also a venue for presentation and discussion of hot topics or work in progress. Proposals are not formally reviewed, as they would be for a conference or journal, but are considered by a local organising committee.

No publication ensues, as many of the conventicle papers have been or are soon to be published elsewhere. Please respond to me with your interest in attending and your willingness to make a presentation at the conventicle.

I’ve scheduled the whole day (9:00am to 4:00pm) and would assume that we can have between 8 and 10 presentations (30 – 45mins each) separated by relevant breaks for tea/coffee/lunch/etc. ... I’m happy to discuss the day and expectations on participants in more detail with you, as required.

Please send along proposals for a presentation as soon as practical so that I can build a program. I look forward to seeing you all on 27 October. "

Dr Tim Turner, FACS Director, Undergraduate Studies School of Engineering and IT UNSW Canberra at the Australian Defence Force Academy Chair ACS Canberra Branch

Database of Computer Engineering Education in Turkey

Greetings from the 10th International Conference on Computer Science & Education (ICCSE 2015) at Fitzwilliam College, University of Cambridge (UK). Denix Dai from Ataturk University is demonstrating a database of computer engineering education in Turkey. The database has details of facility staff, as well as courses. This has Curriculum Review, Curriculum Statistics, Course Analysis, Course Statistics.

Canberra Computing Education Conventicle

Greetings from the famous room N101 at the Australian National University where the "Canberra Computing Education Conventicle" just started. This is a small, informal conference (Conventicle) where new work, not ready for publication is presented. There was such an event in Melbourne last year. As this is new work I can't point to published papers on these specific topics, but will refer to previous work:

• Chair's welcome by Chris Johnson ANU
• Curriculum drift, Lynette Johns-Boast, ANU. Lynette suggested a mechanism for more frequent adjustment of th curriculum. One of the participants suggested assessment be at a program level, not course by course. This then lead to a discussion of external examination systems in India and in OxBridge.
• Stumbling Around Trying to Attract the Attention of Millennials, Tim Turner, UNSW Canberra. Dr. Turner pointed out many of todays university students have never known a time without a computer. He is concerned that computers are therefore not as inherently interesting to these students and constant exposure to the Internet has reduced their attention span (I am not sure this is true). He pointed out that making video takes new skills which academics may not have (I did a course in training video production, but am an exception). In my view the idea that today's students have a shorter attention span and are not really interested in learning for its own sake is nonsense (and something which academics all the way back to Aristotle). We now have about 50 years of experience in teaching vocationally orientated students and several decades of teaching students on-line. There are techniques for designing courses which have been tested and proven to work. The solution is for academics to enroll in training courses to learn how to teach. 
• The Three Faces of Quality, Craig Macdonald, Canberra
• Multiple-choice vs free=text code-explaining examination questions, Simon,    Newcastle 
• ANU Measuring Success: Varying Intention and Participation, Kim Blackmore,  ANU. Kim commented that the with Understanding India edX MOOC, the most popular topic was the role of mobile phones in story telling. The course had the same drop off in student numbers as other MOOCs, but what struck me was that about 70% of the students who were still participating at week three completed the course. This is about the same as for conventional 12 to 13 week courses, where students can drop out without penalty. Perhaps the ration of completions to the number participating one quarter of the way through the course would be a useful metric for comparison with conventional courses. One interesting result was that the Understating India course was popular with the Indian diaspora. What worries me about MOOCs is that this is a very expensive way to teach university academics how to design and deliver on-line courses. It would be much quicker, cheaper and more reliable to have academics who have to teach on-line to be formally qualified to do so (there are many good courses available to learn to teach on-line). It is not difficult to get academic to do training, if they are suitably rewarded.
   
• Computer Science Curriculum and Schools: Opportunities and Obstacles, Bruce Fuda, Gungahlin College/InTEACT. Bruce poitned out that Canberra's school based curriculum allowed them to have already been implementing the national Digital Technologies curriculum. University can expect to see Canberra students who have undertaken the school program within two years and NSW students within four years. Bruce pointed out that there were few ICT qualified teachers in schools and so those who are teaching the digital technologies program could benefit from external assistance. Bruce pointed out the curriculum included vocational skills in multimedia (which I don't think is a bad thing, I studied that at TAFE), but revision of the curriculum could have more ICT. Given the course topic is ICT and there is a shortage of trained teachers, it occurs to me that these courses could be run on-line with remote expert tutors, to assist local teachers, as well as the students. Teaching materials could also be shared with the VET sector for the advanced courses.
• Mobile Learning in Context, Chris Johnson ANU. Chris proposes to instrument mobile devices to see how students use them for learning. This sounds a useful idea, but it would be useful to first ask teachers and students how they use the technology. As an example, I envision that students would use a small mobile device for the discussion forums of courses I run: the posts are short enough for a small screen and can be read in small chunks. I would expect, at the other extreme, the student would need a larger device and more time, to write a 2,000 word assignment. Also I suggest the research needs to take into account that students are likely to be using multiple devices at the same time. It seems to me that school teachersare the most advanced in the use of mobile devices for learning and it would be better to look at what they are doing than school teachers.
• Flipping introduction to Computer Systems, Eric McCreath, ANU. Eric described how he converted a conventional course into a flipped one. What was most impressive about this was that it was not done with large amounts of additional resources. Eric recoded presentations with a web-cam in their own time and a weekly quiz to get them to watch the videos. Interestingly Eric used paper based multiple choice quizzes scanned with the standard university Multi-Function Unit, rather than requiring specialized "clicker" devices, or the student's mobile devices. The flipped format receives similar student feedback to the non-flipped version of the course.

The 2015 Canberra Computing Education Conventicle will be hosted by Tim Turner, at UNSW Canberra.

Call for Papers on Computer Science & Education, Canada, August 2014

A Call for Papers has been issued for the 9th International Conference on Computer Science & Education (ICCSE 2014), to be held in Vancouver, Canada, 22 to 24 August 2014.The conference will be held at the University of British Columbia (UBC), topics  include, Big Data, Cloud Computing, Robotics, Green Communication, Internet of Things, Education Reform and Innovation, Curricula and Courseware Design and Life-long education. Full papers are due 17 March 2014, to be published through IEEE. I attended ICCSE 2013 in Colombo and ICCSE 2012 in Melbourne and had a good time. My papers are "A green computing professional education course online: designing and delivering a course in ICT Sustainability using Internet and eBooks" (2012) and "Synchronizing asynchronous learning - Combining synchronous and asynchronous techniques" (2013).

ACM/IEEE-CS Computer Science Curricula 2013

The joint ACM/IEEE-CS Computer Science
Curricula 2013 Steering Committee (CS2013), have released a Draft Final Report (October 2013). The previous versions of the ACM/IEEE-CS curricular have been used by universities around the world in designing their degree programs. There is also a core learning outcomes spreadsheet and some Course and Curriculum Exemplars.

The ACM/IEE-CS Curricula specifies the proportion of course on each topic in terms of lecture hours, for delivery in a traditional face-to-face class. This does not include self-study time, lab sessions or student work on assessments. So confusingly it is less than the usual measure used by universities of  "contact hours" (which includes tutorials and labs sessions). The Total Core Hours are: Tier1 165 Hours, Tier1 143 Hours. Programs are required to have all of Tier 1, plus at least 80% of Tier 2, making a total of at least 279.4 Hours.

The ANU Bachelor of Information Technology
requires the completion of 144 units, with 36 compulsory computer science units, another 30 units from later years CS courses, 24 units of additional CS courses, 6 core maths courses, leaving 28 units of general electives. A typical 6 unit ANU Computer Science course has thirty one, one hour lectures and six two hour tutorials. The full time degree program is usually made up of three years of two semesters, with four courses per semester for a total of  24 courses (3 x 2 x 4). This equates to 744 hours of lectures.

While the ACM/IEE-CS have been influential with their curriculum internationally, it should be noted that this is a very US-centric document. The only mention of Australia in the document, is Judy Sheard's Human Computer Interaction (FIT3063), Monash University. The UK is represented by Paul Cairns' Human Aspects of Computer Science, University of York, Alan Blackwell's Human Computer Interaction and Software and Interface Design, University of Cambridge. Most of the other courses are from the USA, with a few from Europe and Asia.

ACM/IEEE-CS Computer Science Curricula 2013 

Table of Contents

Chapter 1: Introduction . 10

Overview of the CS2013 Process . 11
Survey Input  12
High-level Themes  13
Knowledge Areas  14
Professional Practice . 15
Exemplars of Curricula and Courses  16
Community Involvement and Website . 16
Acknowledgments  16
References . 19

Chapter 2: Principles . 20

Chapter 3: Characteristics of Graduates . 23

Chapter 4: Introduction to the Body of Knowledge 27

Knowledge Areas are Not Necessarily Courses (and Important Examples Thereof). 28
Core Tier-1, Core Tier-2, Elective: What These Terms Mean, What is Required . 29
Further Considerations in Designing a Curriculum  32
Organization of the Body of Knowledge  32
Curricular Hours . 32
Courses 33
Guidance on Learning Outcomes . 33
Overview of New Knowledge Areas  34

Chapter 5: Introductory Courses . 39

Design Dimensions . 39
Mapping to the Body of Knowledge. 45

Chapter 6: Institutional Challenges . 46

Localizing CS2013 . 46
Actively Promoting Computer Science  46
Broadening Participation  47
Computer Science Across Campus . 48
Computer Science Minors  48
Mathematics Requirements in Computer Science  49
Computing Resources . 51
Maintaining a Flexible and Healthy Faculty. 51
Teaching Faculty. 52
Undergraduate Teaching Assistants 53
Online Education  53
References . 54

Appendix A: The Body of Knowledge . 55

Algorithms and Complexity (AL). 55
Architecture and Organization (AR). 62
Computational Science (CN)  68
Discrete Structures (DS) . 76
Graphics and Visualization (GV) . 82
Human-Computer Interaction (HCI)  89
Information Assurance and Security (IAS)  97
-4-Information Management (IM) . 112
Intelligent Systems (IS)  121
Networking and Communication (NC). 131
Operating Systems (OS) . 136
Platform-Based Development (PBD) . 143
Parallel and Distributed Computing (PD) . 146
Programming Languages (PL)  156
Software Development Fundamentals (SDF) . 168
Software Engineering (SE) . 173
Systems Fundamentals (SF) 187
Social Issues and Professional Practice (SP)  193

Appendix B: Migrating to CS2013 . 205

Outcomes  205
Changes in Knowledge Area Structure . 206
Core Comparison  207
Conclusions . 211

Appendix C: Course Exemplars 228

Course Exemplar Template  232
CSCI 140: Algorithms, Pomona College  234
COS 226: Algorithms and Data Structures, Princeton University 237
CS 256 Algorithm Design and Analysis, Williams College . 240
CSE332: Data Abstractions, University of Washington . 243
CS/ECE 552: Introduction to Computer Architecture, University of Wisconsin . 246
CS150: Digital Components and Design, University of California, Berkeley . 249
-5-CC152: Computer Architecture and Engineering, University of California, Berkeley  251
eScience, University of North Carolina at Charlotte  253
COSC/MATH 201: Modeling and Simulation for the Sciences, Wofford College  258
MAT 267: Discrete Mathematics, Union County College . 262
CS103: Mathematical Foundations of Computer Science, Stanford University  265
CS109: Probability Theory for Computer Scientists, Stanford University  265
CS 250 - Discrete Structures I, Portland Community College . 268
CS 251 - Discrete Structures II, Portland Community College  271
CS 175 Computer Graphics, Harvard University . 274
CS371: Computer Graphics, Williams College  277
Human Aspects of Computer Science, University of York  280
FIT3063 Human Computer Interaction, Monash University 282
CO328: Human Computer Interaction, University of Kent  285
Human Computer Interaction, University of Cambridge . 287
Human-Computer Interaction, Stanford University . 289
Human Information Processing (HIP), Open University Netherlands . 291
Software and Interface Design, University of Cambridge  293
Computer Systems Security (CS-475), Lewis-Clark State College  295
CS430: Database Systems, Colorado State University. 298
Technology, Ethics, and Global Society (CSE 262), Miami University  301
CS 662; Artificial Intelligence Programming, University of San Francisco  304
Intelligenza Artificiale ( Artificial Intelligence), Politecnico di Milano  306
CMSC 471, Introduction to Artificial Intelligence, U. of Maryland, Baltimore, County  308
Introduction to Artificial Intelligence, Case Western Reserve University . 310
-6-CS188: Artificial Intelligence, University of California Berkeley . 313
Introduction to Artificial Intelligence, University of Hartford . 315
Computer Networks I, Case Western Reserve University  318
CS144: Introduction to Computer Networking, Stanford University . 320
Computer Networks, Williams College  323
CSCI 432 Operating Systems, Williams College . 327
CS 420, Operating Systems, Embry-Riddle Aeronautical University  330
CPSC 3380 Operating Systems, U. of Arkansas at Little Rock . 332
582219 Operating Systems, University of Helsinki . 334
RU STY1 Operating Systems, Reykjavik University. 336
Parallel Programming Principle and Practice, Huazhong U. of Science and Technology . 339
Introduction to Parallel Programming, Nizhni Novgorod State University . 342
CS in Parallel (course modules on parallel computing) . 344
CS453: Introduction to Compilers, Colorado State University  348
Csc 453: Translators and Systems Software, The University of Arizona  351
CSCI 434T: Compiler Design, Williams College  353
Compilers, Stanford University  356
Languages and Compilers, Utrecht University . 359
COMP 412: Topics in Compiler Construction, Rice University  361
CSC 131: Principles of Programming Languages, Pomona College 364
CSCI 1730: Introduction to Programming Languages, Brown University  367
CSC 2/454: Programming Language Design and Implementation, University of Rochester 369
CSE341: Programming Languages, University of Washington . 372
CSCI 334: Principles of Programming Languages, Williams College . 375
-7-Programming Languages and Techniques I, University of Pennsylvania  378
15-312 Principles of Programming Languages, Carnegie Mellon University 381
15-150: Functional Programming, Carnegie Mellon University  385
CIS 133J: Java Programming I, Portland Community College  389
Introduction to Computer Science, Harvey Mudd College  392
CpSc 215: Software Development Foundations, Clemson University . 395
CS1101: Introduction to Program Design, WPI . 398
Data Abstraction and Data Structures, Miami University  401
Software Engineering Practices, Embry Riddle Aeronautical University  403
CS169: Software Engineering, University of California, Berkeley 407
SE-2890 Software Engineering Practices, Milwaukee School of Engineering  410
Software Development, Quinnipiac University  412
CS2200: Introduction to Systems and Networking, Georgia Institute of Technology . 415
CS61C: Great Ideas in Computer Architecture, University of California, Berkeley 419
CSE333: Systems Programming, University of Washington . 421
Ethics in Technology (IFSM304), University of Maryland . 424
Technology Consulting in the Community, Carnegie Mellon University  427
Issues in Computing, Saint Xavier University 431
Ethics & the Information Age (CSI 194), Anne Arundel Community College . 433
Professional Development Seminar, Northwest Missouri State University . 436
The Digital Age, Grinnell College  439
COS 126: General Computer Science, Princeton University . 443
CSCI 0190: Accelerated Introduction to Computer Science, Brown University . 447
An Overview of the Two-Course Intro Sequence, Creighton University. 449
-8-CSC 221: Introduction to Programming, Creighton University . 450
CSC 222: Object-Oriented Programming, Creighton University . 452
An Overview of the Mulit-paradigm Three-course CS Introduction at Grinnell College  454
CSC 151: Functional problem solving, Grinnell College . 456
CSC 161: Imperative Problem Solving and Data Structures, Grinnell College . 458
CSC 207: Algorithms and Object-Oriented Design, Grinnell College . 460

Appendix D: Curricular Exemplars  463

Bluegrass Community and Technical College (A.S. Degree)  465
Bluegrass Community and Technical College (A.A.S. Degree)  472
Grinnell College  480
Stanford University . 492
Williams College  503 Brown University . 447
An Overview of the Two-Course Intro Sequence, Creighton University. 449
-8-CSC 221: Introduction to Programming, Creighton University . 450
CSC 222: Object-Oriented Programming, Creighton University . 452