Toward 21st Century Cyber-Physical Systems Education

网络物理系统（CPS）是一种智能网络系统，它拥有硬件和软件的网络技术，深深嵌入到物理组件中，并与物理组件相互作用。CPS代表了21世纪美国创新经济的核心机会领域和竞争优势来源。设计和构建CPS需要高技能的科学和工程人员，其中网络和物理组件必须紧密集成到复杂的网络系统中，这些系统必须实时（物理）响应并安全可靠地互操作。这项NSF奖励支持一项研究，由计算机科学和电信委员会在国家科学院国家研究委员会的主持下进行，该研究将检查当前和未来对信息物理系统（CPS）教育的需求。正在召开两次讲习班，以收集投入和促进对话，并编写了一份简短的临时报告，以突出新出现的主题。该委员会的最终报告将阐明21世纪具有cps能力的美国劳动力的愿景。它将探索相应的教育需求，审查已经在进行的努力，并提出战略和计划，以发展师资、教材和课程。它将考虑核心、跨领域和特定于领域的知识。它将考虑与CPS相关的多个学科以及如何促进多学科研究和工作。在进行这项研究时，委员会将把重点放在本科教育上，并考虑对研究生教育、劳动力培训和认证、社区学院、K-12管道和非正式教育的影响。它将强调CPS科学、工程和技术劳动力所需的技能，但也将考虑对CPS流畅性的更广泛需求。

Cyber-physical systems (CPS), are smart networked systems that have cyber technologies, both hardware and software, deeply embedded in, and interacting with, physical components. CPS represent a core opportunity area and source of competitive advantage for the U.S. innovation economy in the 21st century. A highly skilled science and engineering workforce is needed to design and build CPS, in which cyber and physical components must be tightly integrated into complex, networked systems that must respond in real (physical) time and interoperate safely and securely. This NSF award supports a study, conducted by the Computer Science and Telecommunications Board under the auspices of the National Research Council of the National Academies, that will examine current and future needs in education for Cyber-Physical Systems (CPS). Two workshops are being convened to gather input and foster dialogue, yielding a brief interim report prepared to highlight emerging themes. The committee's final report will articulate a vision for a 2l-st century CPS-capable U.S. workforce. It will explore the corresponding educational requirements, examine efforts already under way, and propose strategies and programs to develop faculty and teachers, materials, and curricula. It would consider core, cross-domain, and domain-specific knowledge. It would consider the multiple disciplines that are relevant to CPS and how to foster multidisciplinary study and work. In conducting the study, the committee would focus on undergraduate education and also consider implications for graduate education, workforce training and certification, community colleges, the K-12 pipeline, and informal education. It would emphasize the skills needed for the CPS scientific, engineering, and technical workforce but would also consider broader needs for CPS fluency.