Computing Curricula 1991

Reviewer: Neal Stanley Coulter

To readers familiar with other computer science and computer engineering curriculum recommendations, the words “computing“ and “curricula” in this paper's title should indicate that this recommendation is different. An all-encompassing name, computing, is used (it seems that no existing noun or combination of nouns serves the purpose, so now a verb is often adapted instead), and these guidelines propose a multiplicity of undergraduate degree programs. This summary report is the result of several years' work by an ACM/IEEE Computer Society task force. The complete report, which is available from the ACM or the IEEE-CS, is a necessary companion. The effort of the task force is impressive and deserves the appreciation of the computing community. The reports certainly are required reading for anyone with a serious interest in computing education; they will be the basis for curriculum discussions until the next model is produced, which—based on past curriculum recommendations—seems to take at least ten years. Curricula 91 is much more than a list of suggested courses; in fact, it is almost everything but a list of courses. Instead of specifying fixed courses, Curricula 91 builds on the computing discipline definition provided in “Computing as a Discipline” [1] by defining “knowledge units” (KUs); KUs are building blocks, or course modules, that cover the “common requirements” of undergraduate computing curricula. The common core has dimensions of theory, abstraction, and design; these dimensions reflect the integration of mathematics, science, and engineering in computing. In addition, the report stresses the importance of social and legal aspects of the discipline; it discusses the “recurring concepts” (such as efficiency) of the field; it discusses the role of laboratories; it proposes advanced courses to augment the discipline's core; and it proposes necessary courses in mathematics and science. Twelve examples of possible variations of computing curricula that incorporate the task force's recommendations are provided in the complete report. They include several computer science and computer engineering programs, one with a software engineering flavor, and ones for liberal arts programs. The success of Curricula 91 will depend greatly on the truth of the conjecture that the diverse field of computing has a common core. The mapping of KUs to courses is a difficult exercise, but the 12 model curricula help. Textbooks and other materials to conveniently support all of the mappings do not exist, however; the ultimate acceptance of the report's recommendations may hinge on the commercial viability of required teaching materials.