TECHNI: A New Approach to the B.A. Degree in Computer Science

0305318 Timothy Davis Clemson University$329,999 TECHNI：获得计算机科学学士学位的新方法这个项目有可能对国家计算机课程产生长期和广泛的影响，开发一个计算机科学学士学位，将数字制作艺术和计算机图形学的研究成果纳入课程中所有必需的计算课程。这些(新)课程的教学是面向大规模问题解决的。该项目的起点是阐明作为拟议课程基础的关键概念，包括：机器模型(命令性编程、机器能力、机器限制)；连接模型(通信和分布式处理网络)；软件设计(面向对象的范例、大规模开发、测试)；窗口和操作系统(资源管理、保护级别、安全)；数据结构和性能(性能测量、瓶颈识别、工作流管理)；以及跨平台计算(PDA、嵌入式系统、交叉编译、外部设备控制)。课程设计的第二阶段涉及确定图形和特殊效果领域的研究结果，这些领域可以在本科生一级直接映射到确定的关键概念中。在C.S.的这个工商管理硕士课程中，特别独特的是要整合的问题的规模和来源，以及该方法在整个课程中的广泛影响。给学生带来的好处不仅来自于教学的问题解决取向，也在于学生接触到了真正的研究性问题的活力。这是提出者的假设，一个更平衡的教育经历，就像工商管理硕士学位项目所涉及的那样，可能对学生和社会都有实质性的好处。

0305318Timothy DavisClemson University$329,999TECHNI: A New Approach to the B.A. Degree in Computer ScienceThis project, which has the potential of having long-term and wide spread impact on national curricula in computing, develops a B.A. degree in computer science that incorporates research results from Digital Production Arts and Computer Graphics into all required computing courses in the curriculum. Instruction in these (new) courses is oriented toward large-scale problem solving. The starting point for the project is the articulation of key concepts that underlie the proposed curriculum including: a machine model (imperative programming, machine capabilities, machine limits); a connection model (networks for communication and distributed processing); software design (the object-oriented paradigm, large-scale development, testing); windowing and operating systems (resource management, protection levels, security); data structures and performance (performance measurement, bottleneck identification, work-flow management); and, cross-platform computing (PDAs, embedded systems, cross-compilation, external device control). The second phase of the curriculum design involves the identification of research results from the graphics and special effects domains that are amenable to mapping, at the undergraduate level, directly into the identified key concepts. Particularly unique in this B.A. in C. S. is the magnitude and origin of the problems to be integrated and the broad impact of the approach across an entire curriculum. The benefits to the students are not only from the problem-solving orientation of the instruction but also the students' exposure to the vitality of real research problems. It is the proposers' supposition that a more balanced educational experience, like the one involved in the B.A.C.S. degree program, may be of substantial benefit to the students and to society.