Computing Competencies: Mapping CC2020 Dispositions to SFIA Responsibility Characteristics
Computing Competencies: Mapping CC2020 Dispositions to SFIA Responsibility Characteristics
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计算能力：将 CC2020 处置映射到 SFIA 责任特征
DOI：
10.1109/educon52537.2022.9766565
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发表时间：
2022
期刊：
影响因子：
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通讯作者：
J. Impagliazzo
中科院分区：
文献类型：
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作者：
D. Bowers;Mihaela Sabin;R. Raj;J. Impagliazzo
在过去的十年中，学术计算课程的指导方针已经从指定知识和偶尔的技术技能，以建立毕业生的整体能力。例如，计算课程2020（CC2020）指南将能力定义为知识，技能和倾向，其中“倾向”对应于由雇主需求驱动的行为和专业特征，并由行业驱动的框架（如信息时代技能框架（SFIA））捕获。因此，计算机程序还必须确保毕业生具有这些特征，以改善初始就业和长期职业前景。本文旨在理解和实现学术界和行业课程框架之间的一致性。CC2020的处置映射到SFIA 3级的责任特征，这是适合新毕业生的级别。由于映射不是一对一的，本文回顾了每个SFIA责任特征要求和实现CC22020处置的程度，确定潜在的缺点，相反，每个处置的重要性，因为它支持的责任特征。通过将CC2020处置与SFIA行为因素、主要的21世纪世纪技能和相关的基于能力的教育框架相关联，验证了所开发的映射。因此，以能力为中心的课程安排与雇主寻求的实际能力相对应。最后，本文假设，未来的计算课程必须进一步发展CC2020的处置，并将其与SFIA指导学术课程在他们准备的职业准备毕业生，以减少目前的“技能差距”。
In the past decade, academic computing curricular guidelines have shifted from specifying knowledge and occasionally technical skills to establishing the overall competence expected of graduates. For instance, Computing Curricula 2020 (CC2020) guidelines identify competency as knowledge, skills, and dispositions where “dispositions” correspond to the behavioral and professional characteristics driven by employer needs and captured by industry-driven frameworks, such as the Skills Framework for the Information Age (SFIA). Computing programs thus must also ensure that graduates have these characteristics to improve initial employment and long-term career prospects. This paper aims to understand and achieve consistency between academia and industry curricular frameworks. The CC2020 dispositions map to the responsibility characteristics for SFIA Level 3, the level appropriate for a new graduate. As the mapping is not one-to-one, the paper reviews the extent to which each SFIA responsibility characteristic requires and enables the CC22020 dispositions, identifying potential shortcomings and, conversely, the importance of each disposition as it supports the responsibility characteristics. The developed mapping is validated by relating the CC2020 dispositions to the SFIA behavioral factors, the principal 21st Century Skills and relevant competency-based educational frameworks. Thus, dispositions in competency-focused curricula map to the actual competencies sought by employers. Finally, the paper postulates that future computing curricula must further develop the CC2020 dispositions and relate them to SFIA to guide academic programs in their preparation of career-ready graduates to reduce the current “skills gap”.