Computer Engineering Curricula 2016 - Association For Computing Machinery
Computer EngineeringCurricula 2016CE2016Curriculum Guidelines forUndergraduate Degree Programsin Computer Engineering2016 December 15A Report in the Computing Curricula SeriesJoint Task Force on Computer Engineering CurriculaAssociation for Computing Machinery (ACM)IEEE Computer Society
Computer Engineering 2016CE2016Final Curriculum Report2016 December 15Computer EngineeringCurricula 2016Curriculum Guidelines forUndergraduate Degree Programsin Computer EngineeringA Report in the Computing Curricula SeriesJoint Task Group on Computer Engineering CurriculaAssociation for Computing Machinery (ACM)IEEE Computer Society2016 December 15Copyright 2016 by ACM and IEEE
Computer Engineering 2016CE2016Final Curriculum Report2016 December 15ALL RIGHTS RESERVEDCopyright and Reprint Permissions: Permission is granted to use these curriculum guidelines forthe development of educational materials and programs. Other use requires specificpermission. Permission requests should be addressed to: ACM Permissions Dept. atpermissions@acm.org or to the IEEE Copyrights Manager at copyrights@ieee.org.ISBN: 978-1-4503-4875-1DOI: 10.1145/3025098Web link: https://dx.doi.org/10.1145/3025098ACM Order Number: 999163When available, you may order additional copies from:ACM Order DepartmentP.O. Box 30777New York, NY 10087-0777IEEE Computer SocietyCustomer Service Center10662 Los VaquerosP.O. Box 3014Los Alamitos, CA 90720-1314 1-800-342-6626 1-212-626-0500 (outside U.S.)orders@acm.orgTel: 1 800 272 6657Fax: 1 714 821 Sponsoring SocietiesThis report was made possible byfinancial support from the following societies:Association for Computing Machinery (ACM)IEEE Computer SocietyThe CE2016 Final Report has been endorsed byAssociation for Computing Machinery (ACM) and the IEEE Computer Society.Cover art by Robert VizziniPrinted in the United States of AmericaPage 2 of 149
Computer Engineering 2016CE2016Final Curriculum Report2016 December 15Computer EngineeringCurricula 2016Final Report2016 December 15A Report in the Computing Curricula SeriesJoint Task Group on Computer Engineering CurriculaAssociation for Computing Machinery (ACM)IEEE Computer SocietyPage 3 of 149
Computer Engineering 2016CE2016Final Curriculum Report2016 December 15CE2016 Steering CommitteeACMDelegationIEEE Computer SocietyDelegationJohn Impagliazzo (Chair)Eric DurantHofstra University, USAMilwaukee School of Engineering, USASusan ConryHerman LamClarkson University, USAUniversity of Florida, USAJoseph L.A. HughesRobert ReeseGeorgia Institute of Technology, USAMississippi State University, USALiu WeidongLorraine HergerTsinghua University, ChinaIBM Research, USALu JunlinPeking University, ChinaAndrew McGettrickUniversity of Strathclyde, ScotlandVictor NelsonAuburn University, USAPage 4 of 149
Computer Engineering 2016CE2016Final Curriculum Report2016 December 15ContentsCE2016 Steering Committee . 4Contents. 5Executive Summary . 9Chapter 1 Introduction . 111.1Overall Structure of the Computing Curricula Project. 111.2Overview of the CE2016 Process . 121.3Underlying Principles . 121.4Structure of the CE2016 Report . 13Chapter 2 Computer Engineering as a Discipline . 152.1Background . 152.2Evolution of the field. 162.3Characteristics of computer engineering graduates . 172.3.1 Distinctions . 172.3.2 Professionalism . 182.3.3 Ability to design . 182.3.4 Breadth of knowledge. 192.4Organizational considerations . 192.5Preparation for professional practice . 202.6Program evaluation and accreditation . 20Chapter 3 The Computing Engineering Body of Knowledge. 223.1Structure of the body of knowledge . 223.1.1 Core and supplementary components . 223.1.2 Assessing the time required to cover a unit . 233.1.3 Tags for KAs and KUs. 233.1.4 Common KUs. 233.2Learning Outcomes . 243.3Summary of the CE body of knowledge. 243.3.1 Related mathematics . 263.3.2 Related science . 263.3.3 The role of software. 273.4CE2016 BoK compared with CE2004 BoK . 273.5Rationale for number of core hours in computer engineering . 283.6Curricular models . 28Chapter 4 Engineering Practice and the Computer Engineering Curriculum . 304.1The nature of computer engineering . 304.2Strategies for Emerging Technologies . 314.2.1 Applied Emerging Technologies . 314.2.2 Conceptual Emerging Technologies . 314.3Design in the curriculum . 324.3.1 Design throughout the curriculum . 324.3.2 The culminating design experience . 324.4Laboratory experiences . 33Page 5 of 149
Computer Engineering 2016CE2016Final Curriculum Report2016 December 154.4.1 Computer engineering laboratories . 334.4.2 Software considerations . 354.4.3 Open-ended laboratories. 354.4.4 Embedded laboratories . 364.4.5 Technical support. 364.4.6 Student purchases . 364.5The role of engineering tools . 364.6Applications of computer engineering principles . 374.7Complementary skills . 374.7.1 Communication skills . 384.7.2 Teamwork skills . 394.7.3 Soft or personal skills . 394.7.4 Experience . 394.7.5 Lifelong learning. 404.7.6 Business perspectives . 404.8Becoming professionals . 414.9Elements of an engineering education . 414.10Graduate and continuing professional education . 42Chapter 5 Professional Practice . 435.1Overview of professional practice . 435.1.1 Professional practice and the CE curriculum . 435.1.2 Professional needs . 445.2Decisions in a Societal Context . 445.3Professionalism and education . 455.3.1 Special student experiences . 455.3.2 Administration, faculty, and student roles . 465.3.3 Incorporating Professional Practice into the Curriculum . 465.3.4 Professionalism and student experiences . 475.4Professionalism and the workplace . 485.4.1 Private and public sectors . 485.4.2 Modelling local and international work environments . 495.4.3 Certifications . 495.5Fostering Professionalism . 495.5.1 Professional ethical codes . 505.5.2 Education and professional practice . 50Chapter 6 Curriculum Implementation Issues . 526.1General Considerations. 526.2Principles for Curriculum Design. 536.3Basic Computer Engineering Curriculum Components . 546.3.1 Coverage of the BoK Core . 546.3.2 Course Arrangement . 546.3.3 Laboratory Experiences . 546.3.4 Culminating Project. 546.3.5 Engineering Professional Practice. 556.3.6 Communication Skills . 55Page 6 of 149
Computer Engineering 2016CE2016Final Curriculum Report2016 December 156.4Course Material Presented by Other Departments. 556.4.1 Mathematics Requirements . 556.4.2 Science Requirements. 566.4.3 Other Requirements . 576.5Sample Curricula . 57Chapter 7 Institutional Adaptations . 587.1The need for local adaptation . 587.2Attracting and retaining faculty . 597.3The need for adequate laboratory resources . 597.4Transfer and educational pathways . 597.4.1 Four-year transfers . 607.4.2 Technical institute transfers . 607.4.3 Community college transfers . 60Appendix A Computer Engineering Body of Knowledge . 62A.1Introduction . 62A.2Structure of the Body of Knowledge . 62A.2.1 Core and supplementary components . 62A.2.2 Assessing the time required to cover a unit . 63A.2.3 Tags for KAs and KUs. 63A.2.4 Common KUs. 64A.3Learning Outcomes . 64A.4Summary of the CE body of knowledge. 64A.5Knowledge Areas and Knowledge Units . 67CE-CAE Circuits and Electronics . 67CE-CAL Computing Algorithms . 71CE-CAO Computer Architecture and Organization . 73CE-DIG Digital Design . 77CE-ESY Embedded Systems . 80CE-NWK Computer Networks. 83CE-PPP Preparation for Professional Practice . 86CE-SEC Information Security . 89CE-SGP Signal Processing . 92CE-SPE Systems and Project Engineering. 95CE-SRM System Resource Management . 100CE-SWD Software Design . 102Appendix B Computer Engineering Sample Curricula . 105B.1Format and Conventions. 105B.1.1 Course Hour Conventions . 105B.1.2 Mapping of the computer engineering BoK to a sample curriculum . 106B.1.3 Course descriptions. 106B.2Preparation to Enter the Profession . 107B.3Curricula Commonalities. 107B.4Curriculum A: Administered by Electrical and Computer Engineering. 109B.4.1 Program Goals and Features. 109B.4.2 Summary of Requirements . 109Page 7 of 149
Computer Engineering 2016CE2016Final Curriculum Report2016 December 15B.4.3 Four-Year Model for Curriculum A . 110B.4.4 Mapping of Computer Engineering BoK to Curriculum A . 111B.5Curriculum B: Administered by Computer Science . 115B.5.1 Program Goals and Features. 115B.5.2 Summary of Requirements . 115B.5.3 Four-Year Model for Curriculum B. 116B.5.4 Mapping of Computer Engineering BoK to Curriculum B . 117B.5.5 Curriculum B – Course Summaries . 118B.6Curriculum C: Administered jointly by CS and EE . 120B.6.1 Program Goals and Features. 120B.6.2 Summary of Requirements . 120B.6.3 Four-Year Model for Curriculum C. 121B.6.4 Mapping of Computer Engineering BoK to Curriculum C . 122B.6.5 Curriculum C – Course Summaries . 123B.7Curriculum D: Administered in China . 125B.7.1 Program Goals and Features. 125B.7.2 Summary of Requirements . 125B.7.3 Four-Year Model for Curriculum D . 126B.7.4 Mapping of Computer Engineering BoK to Curriculum D. 128B.7.5 Curriculum D – Course Summaries . 129B.8Curriculum E: Bologna-3 Model . 134B.8.1 Program Goals and Features. 134B.8.2 Summary of Requirements . 135B.8.3 Three-Year Model for Curriculum E . 136B.8.4 Mapping of Computer Engineering BoK to Curriculum E . 137B.8.5 Curriculum E – Course Summaries. 138Appendix C Computer Engineering Laboratories . 143C.1Circuits and Electronics . 143C.2Computer Architecture Design . 143C.3Digital Logic Design . 144C.4Digital Signal Processing . 144C.5Digital Logic and System Design . 144C.6Embedded Systems . 145C.7Engineering Introduction . 145C.8Networking. 145C.9Software Design . 146Appendix D Acknowledgements and Dissemination . 147References . 149Page 8 of 149
Computer Engineering 2016CE2016Final Curriculum Report2016 December 15Executive SummaryThis report presents curriculum guidelines for undergraduate degree programs in computer engineering. It drawsupon the 2004 published curricular report in computer engineering titled, Computer Engineering 2004: CurriculumGuidelines for Undergraduate Degree Programs in Computer Engineering, also known as CE2004. This report alsodraws upon recent efforts in computing curricula developed by the Association for Computing Machinery (ACM),the IEEE Computer Society, and the Association for Information Systems (AIS). These efforts resulted in publishedcurricula recommendations in computer science [ACM/IEEECS, 2013],1 information systems [ACM/AIS, 2010],information technology [ACM/IEEECS, 2008], and software engineering [ACM/IEEECS, 2015]. New curricularecommendations for information technology, as of this writing, are expected to be published in 2017.Computer engineering as an academic field encompasses the broad areas of electrical or electronics engineeringand computer science. We define computer engineering in this report as follows.Computer engineering is a discipline that embodies the science and technology of design,construction, implementation, and maintenance of software and hardware componentsof modern computing systems and computer-controlled equipment.Therefore, this unique combination prepares students for careers that deal with computer systems from theirdesign through their implementation. Computing systems are components of a wide range of products forexample, as fuel injection systems in vehicles, medical devices such as x-ray machines, communication devicessuch as smart phones, and household devices such as alarm systems and washing machines. Designing computingsystems and computing components for products, designing network computers and devices for the internet ofthings, developing and testing their prototypes, and implementing them to market are examples of what computerengineers typically do.This report provides some background on the field of computer engineering and explains how the field evolved. Itdescribes the expectations of graduates of the discipline and shows how those graduates differ from othercomputing disciplines. The report also describes the expected background, knowledge, and skills employers expectto see from graduates of computer engineering programs. These expectations include the ability to designcomputer systems, the realization of the importance of practicing as professionals, and the breadth and depth ofknowledge expected of a practicing engineer. The report also discusses ways in which programs in computerengineering may have to stand up to the scrutiny of validation and accreditation by government or privateagencies.The foundation for this report is a fundamental body of knowledge from which an institution can develop ormodify a curriculum to fit its needs. This body of knowledge, also known as BoK, contains broad knowledge areas(KAs) that are applicable to all computer engineering programs worldwide. Each knowledge area comprises athematic scope and a set of knowledge units (KUs). A set of learning outcomes defines each knowledge unit. Thereport further identifies some knowledge units as “core” that should appear in every implemented curriculum; theremaining knowledge units are supplementary. Core units represent the minimal knowledge or depth a programshould cover in each knowledge area. A curriculum in computer engineering that contains only core units would bevery incomplete.A computer engineering program should contain sufficient coursework at the introductory, intermediate, andadvanced levels based on the body of knowledge for computer engineering. Programs should augment thiscoursework by a judicious selection of elective courses that build upon that foundation. Breadth and depth inscience and mathematics are necessary to this discipline. A design component is vital to the program and ittypically culminates with a capstone or senior project experience. The curriculum should also emphasizeprofessional practice, legal and ethical issues, and the social context in which graduates implement engineeringdesigns. Problem solving and critical thinking skills, personal (soft) skills, oral and written communication skills,1The full references for these bracketed citations are found immediately following Appendix D.Page 9 of 149
Computer Engineering 2016CE2016Final Curriculum Report2016 December 15teamwork, and a variety of laboratory experiences are fundamental to the study of computer engineering.Additionally, the report includes sample curricula models that illustrate methodologies institutions might select todevelop curricula in computer engineering based on their locale, mission, and specific student goals.These recommendations support the design of computer engineering curricula that will prepare graduates tofunction at entry-level positions in industry for continued career growth or to enter graduate programs foradvanced study. The recommendations reflect input from industrial and educational institutions. This report is theresult of a cooperative global effort of the professionals involved. Its intent is to provide interested parties andeducational institutions worldwide a flexible way to implement a strong program in computer engineering. Wetrust that we have achieved that goal.— CE2016 Steering CommitteePage 10 of 149
Computer Engineering 2016CE2016Final Curriculum Report2016 December 15Chapter 1IntroductionIn the 1980s, the Association for Computing Machinery (ACM) and the Computer Society of the Institute forElectrical and Electronics Engineers (IEEE-CS) established a joint committee to develop computing curricula (CC)guidelines for undergraduate degree programs in computing. This effort resulted into Computing Curricula 1991,also called CC1991 or CC’91 [CC91]. Over the years, this effort resulted in a series of documents whosedevelopment remains ongoing. One of the documents that emerged for the efforts from CC’91 was ComputingCurricula Guidelines for Computer Engineering Programs, also known as CE2004 [ACM/IEEECS, 2004]. The reportpresented here—referred to as CE2016—focuses specifically on computer engineering and is an update of theCE2004 report.One goal of the CE2016 effort is to revise CE2004 so that it incorporates the developments of the past decade andthe projected needs of the decade to come. Computing technologies have developed rapidly over that time inways that have had a profound effect on curriculum design and pedagogy. Another goal of this effort includessupporting a group of professionals who are responsible
Hofstra University, USA Eric Durant Milwaukee School of Engineering, USA Susan Conry Clarkson University, USA Herman Lam University of Florida, USA Joseph L.A. Hughes Georgia Institute of Technology, USA Robert Reese Mississippi State University, USA Liu Weidong Tsinghua University, China Lorraine Herger IBM Research, USA Lu Junlin
Computer Science Curricula 2013 Curriculum Guidelines for Undergraduate Degree Programs in Computer Science December 20, 2013 The Joint Task Force on Computing Curricula
OLE MISS ENGINEERING RECOMMENDED COURSE SCHEDULES Biomedical engineering Chemical engineering Civil engineering Computer engineering Computer science Electrical engineering General engineering Geological engineering Geology Mechanical engineering Visit engineering.olemiss.edu/advising for full course information.
Materials Science and Engineering, Mechanical Engineering, Production Engineering, Chemical Engineering, Textile Engineering, Nuclear Engineering, Electrical Engineering, Civil Engineering, other related Engineering discipline Energy Resources Engineering (ERE) The students’ academic background should be: Mechanical Power Engineering, Energy .
ENDS content in their programs' curricula 34 4.7 Average values per region regarding ENDS importance to DH programs' curricula 35 . (DH) programs' curricula across the United States. Methods: The emails of 336 entry-level DH program directors were obtained from the American Dental Hygienists' Association (ADHA) website, and a web-based .
Computer Engineering Capstone Projects in the Computer Science Department Abstract As with many computer science and engineering programs, stude nts of the computer engineering area of specialization in the computer science program at Utah Valley University (UVU) conclude their degree programs with a semester capstone des ign experience.
education sciences Article Tutorials for Integrating CAD/CAM in Engineering Curricula AMM Sharif Ullah 1,* and Khalifa H. Harib 2,* 1 Faculty of Engineering, Kitami Institute of Technology, Kitami 090-8507, Japan 2 College of Engineering, United Arab Emirates University, Al Ain 15551, UAE * Correspondence: ullah@mail.kitami-it.ac.jp (A.S.U.); k.harib@uaeu.ac.ae (K.H.H.);
ABET ,https://www.abet.org: biomedical engineering, chemical engineering, civil engineering, computer engineering, electrical engineering, environmental engineering, engineering management, mechanical engineering, and engineering. The computer science program is accredited by the Computing Accreditation Commission (CAC) of ABET,
Replacing: ND: Engineering: Electrical Diploma in Engineering Technology in Electrical Engineering (Extended), Replacing: ND: Engineering: Electrical (Extended) Diploma in Engineering Technology in Computer Engineering, Replacing: ND: Engineering: Computer Systems Bachelor of Engineering Technology in Electrical Engineering *New Qualification*
