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ACM Curricula Recommendations
Over the last 40 years ACM curricula recommendations have played an important role in defining what is taught at educational institutions around the world. This page provides links to those reports, organized as follows:
Under Development: The most recent drafts of works in progress,
including opportunities for you to review and provide comment on those works.
Current reports: The most recent completed reports.
Computer Engineering Information Systems Software Engineering Associate Degree Programs K-12
Previous Reports: A list of reports that have since been updated or have become significantly out-of-date.
Information Systems Human-Computer Interaction
Policies Procedures: Information on requirements and processes for developing curriculum reports. Computing Curricula: 2005 Overview Report [PDF file of Report] From the Executive Summary: the goal of this Report 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. [...] 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."
Information Technology 2005 (Draft dated October 20, 2005.) [PDF Version (305k)] The IT 2005 Volume is one of 5 volumes described in the Computing Curricula 2005 draft. This volume, closely modeled after the CS 2001 volume, is being fully released for the first time since work on it began in 2002.
Final Report of the Joint ACM/IEEE-CS Task Force on Computing Curricula 2001 for Computer Science [PDF Version (607k)] This document represents the final report of the Computing Curricula 2001 project (CC2001) -- a joint undertaking of the Computer Society of the Institute for Electrical and Electronic Engineers (IEEE-CS) and the Association for Computing Machinery (ACM) to develop curricular guidelines for undergraduate programs in computing. This volume of the report outlines a set of recommendations for undergraduate programs in computer science. The CC2001 report will eventually consist of several volumes containing separate recommendations for other computing disciplines, including computer engineering, software engineering, and information systems. Those reports are each under the control of separate committees and will be published as they are completed.
SE 2004 - Curriculum Guidelines for Undergraduate Degree Programs in Software Engineering [PDF Version (320k)] The primary purpose of this volume is to provide guidance to academic institutions and accreditation agencies about what should constitute an undergraduate software engineering education. These recommendations have been developed by a broad, internationally based group of volunteer participants. This group has taken into account much of the work that has been done in software engineering education over the last quarter of a century. Software engineering curriculum recommendations are of particular relevance, since there is currently a surge in the creation of software engineering degree programs and accreditation processes for such programs have been established in a number of countries.
CE 2004 - Curriculum Guidelines for Undergraduate Degree Programs in Computer Engineering [PDF Version (308k)] Computer engineering as an academic field encompasses the broad areas of computer science and electrical engineering. Computer engineering is defined 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 components of modern computing systems and computer-controlled equipment. Computer engineering has traditionally been viewed as a combination of both computer science (CS) and electrical engineering (EE). Hence, this unique combination prepares students for careers that deal with computer systems from design through implementation. Computing systems are components of a wide range of products such as fuel injection systems in vehicles, medical devices such as x-ray machines, communication devices such as cell phones, and household devices such as alarm systems and washing machines. Designing computing systems and computing components of products, developing and testing their prototypes, and implementing them to market are examples of what computer engineers would do.
IS 2002 Curriculum Guidelines for Undergraduate Degree Programs in Information Systems [PDF Version (340k)] IS 2002 is a model curriculum for undergraduate degree programs in Information Systems. It draws heavily on past efforts, primarily IS'97, and is the second collaborative effort by ACM, AIS, and AITP. Information Systems, as an academic field, encompasses two broad areas: (1) acquisition, deployment, and management of information technology resources and services (the information systems function); and (2) development and evolution of technology infrastructures and systems for use in organizational processes (systems development). This report provides the background material that led to the new and revised set of courses. It includes a mapping from the course structure of IS'97 to the new set. It also includes a detailed set of course descriptions and advice to the intended users of the report who have a stake in the achievement of quality IS degree programs.
MSIS 2000 Model Curriculum and Guidelines for Graduate Degree Programs in Information Systems [HTML Version] MSIS 2000: Model Curriculum and Guidelines for Graduate Degree Programs in Information Systems is the latest report from model curriculum work in the information systems field. The work of IS curricula task groups began in the early 1970s and has continued for almost 30 years. The Association for Computing Machinery (ACM) has been a major organizer for these task groups including the first efforts in the 1970s. Other organizations, including AITP (formerly DPMA) and IFIP (International Federation for Information Processing), have aided model curriculum development.
ACM Guidelines for Associate-Degree Programs To Support Computing in a Networked Environment [PDF Version (369k)] ACM GUIDELINES FOR ASSOCIATE-DEGREE PROGRAMS TO SUPPORT COMPUTING IN A NETWORKED ENVIRONMENT This March, 2000 report provides guidance to two-year colleges for preparing graduates to perform competently in careers that support computing in a networked environment. To this end, the Committee has identified content areas and their associated topics and has detailed performance objectives for those topics. While it has not listed courses and semester-by-semester plans of study, the report does provide guidance to implement associate-degree programs to meet the needs of local communities. These guidelines consist of the following four parts: Part I, Program Considerations, discusses general issues including the relevance and beneficiaries of implementations of the guidelines, qualifications expected of graduates, representative job titles, necessary resources for implementations, articulation, industry certification, keeping a program current, and auxiliary skills such as those provided by general education and other discipline-specific courses. Part II, Program Topics and Objectives, identifies the scope of the guidelines and provides an extensive collection of content areas, topics, and performance objectives. Each objective contains a specific verb (e.g., identify, evaluate, and analyze) that identifies the expected depth of coverage. Part III, Sample Specialty Programs, groups the performance objectives to encompass the technical skills and knowledge required for associate-degree programs in each of three areas: User Support Services, Networking Services, and Internet/Web Services. General education requirements are recognized as an important part of these degree programs. Part IV, Supporting Information, contains a listing of the Task Force members, advisors and reviewers, acknowledgements, and references.
Computing Curricula Guidelines for Associate Degree Programs The current recommendations, in four volumes, cover a wide range of possibilities across several associate-level degree programs. These guidelines were developed over a three year period by the Two-Year College Computing Curricula Task Force of the ACM Education Board. Each contains Computing for Other Disciplines report that provides recommended content for a general education requirement as well as other courses to benefit students in other disciplines.
K-12 2003: Model Curriculum for K-12 Computer Science [ACM K-12 CS Model Curriculum PDF (300 kb)] This report proposes a model curriculum that can be used to integrate computer science fluency and competency throughout primary and secondary schools, both in the United States and throughout the world. It is written in response to the pressing need to provide academic coherence to the rapid growth of computing and technology in the modern world, alongside the need for an educated public that can utilize that technology most effectively to the benefit of humankind.
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