Toward 21st Century Cyber-Physical Systems Education

网络物理系统（CPS）是智能网络系统，具有网络技术，硬件和软件，深深嵌入物理组件并与之交互。 CPS代表了21世纪世纪美国创新经济的核心机会领域和竞争优势来源。 CPS的设计和构建需要一支高技能的科学和工程队伍，其中网络和物理组件必须紧密集成到复杂的网络系统中，这些系统必须在真实的（物理）时间内做出响应，并安全可靠地进行互操作。 该NSF奖项支持由计算机科学和电信委员会在国家科学院国家研究理事会的主持下进行的一项研究，该研究将研究网络物理系统（CPS）教育的当前和未来需求。 目前正在举办两个讲习班，以收集投入和促进对话，编写一份简要的临时报告，突出新出现的主题。该委员会的最终报告将阐明一个21世纪的世纪CPS能力的美国劳动力的愿景。它将探讨相应的教育要求，检查已经在进行的努力，并提出战略和方案，以发展教师和教师，材料和课程。它将考虑核心、跨领域和特定领域的知识。它将考虑与CPS相关的多学科以及如何促进多学科研究和工作。在进行研究时，委员会将重点关注本科教育，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CPS流利性的更广泛需求。

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.