John Impagliazzo

Re)defining computing curricula by (re)defining computing

What is the core of Computing? This paper defines the discipline of computing as centered around the notion of modeling, especially those models that are automatable and automatically manipulable. We argue that this central idea crucially connects models with languages and machines rather than focusing on and around computational artifacts, and that it admits a very broad set of fields while still distinguishing the discipline from mathematics, engineering and science. The resulting computational curriculum focuses on modeling, scales and limits, simulation, abstraction, and automation as key components of a computationalist mindset.

A model of entrepreneurship education for computer science and computer engineering students

Creativity and innovativeness are among the most essential attributes of engineering graduates and also of successful entrepreneurs. Entrepreneurship, or the process of starting a new venture, is one of the main roads to new technological innovations. This paper presents two novel models of entrepreneurship education integrated in computer science and computer engineering curricula and geared towards computing students with entrepreneurial intentions. To expose all computing students to entrepreneurial ideas and to spark their entrepreneurial spirit, we also developed several entrepreneurship add-on modules for existing CS and CE disciplines. All these programs have been developed and implemented at Hofstra University, with modules implemented also at Qatar University. Preliminary evaluation results are presented and discussed.

A brief history of the computing sciences accreditation board (CSAB) promoting quality education in the computing fields

Although professional accreditation has existed well over a century, the accreditation of computing programs is a relatively new experience. This paper highlights some of the important aspects of computing accreditation, particularly from the perspective of CSAB. In essence, this narrative presents a history of the organization as it celebrates its twenty-fifth anniversary. The work discusses the early days of its inception, its success as a respected accrediting agency, its actions taken over the past decade, and its planned activities for the future.

Using an outcome-based approach to assess computing programs

In this poster, the author provides a pictorial demonstration of the elements associated with assessment and its relationship to the newly developed requirements by accrediting agencies in various countries. The presentation will provide insights on the meaning of accreditation and describes some of the new dynamics in worldwide accreditation. Assurance of educational quality encompasses assessment, often measured against established criteria. The poster describes forms of assessment and the difference between formal and informal assessment. It also provides definitions and examples of program mission, program goals, and program outcomes. It shows the difference between direct and indirect assessment and provides examples of embedded assessment, performance indicators, and the use of rubrics. The poster highlights the interaction of all these assessment characteristics.

A historical look at curricula and materials

SUMMARY This special session will present a historical review of SIGCSEs role in curriculum issues and trace the evolution of teaching materials in computer science. When SIGCSE was formed 40 years ago, there were no curriculum guidelines. In fact, there was no agreed upon definition of computer science. SIGCSE pioneers will trace the history of curriculum guidelines and teaching materials and discuss SIGCSEs relation to other computer related education associations from their own perspective.

Graduate attributes and performance measures: refinements in assessing programs

In this poster, the author provides a pictorial demonstration of the elements associated with assessment and its relationship to the newly developed requirements by accrediting bodies in various countries. Specifically, it illustrates expected attributes of program graduates and it highlights the importance of performance measures when assessing learning outcomes of a program. The poster shows forms of assessment and it provides definitions and examples of program mission, goals, and learning outcomes, performance indicators, performance measures, and the use of rubrics. The poster highlights the interaction of all these assessment characteristics.

University Education on Computers

Following a session on university education, this panel discussed early Nordic visions and experiences on university computing education, contrasting them to today’s needs and the international development at that time. This report gives short papers by the panelists (their opening statements), and a brief summary (the chair’s interpretation) of the views that were raised in the ensuing discussion.