SiMON FRASER UNIVERSITY
?
S
22 Y
MOA1UI
-,
From ?
. B. L. Funt
Secretary....ofSenate
?
............
?
Science
Subject .......
..
.
Program
?
Date ............
February 19, 1969
At its meeting of February 17th, 1969, the Faculty of Science
considered the recommendations on program priorities and agreed that these
would be:
1. Computing Science
2. Biochemistry
In addition, stron
g
support was expressed for the proposal for a
summer program for teachers, but this proposal, which was before the Faculty,
was not considered in sufficiently definitive form to be brought forward at
this time.
It is
essential that I make it clear to Senate that the description
of course content in the programs is not final, but has been completed
sufficiently to present a general perspective of the programs and their
content sufficient to establish their priority positions.
.
?
?
If
the programs are approved and further competent faculty members
obtained, variation in general content of individual courses may be brought
forward.
None of the courses recommended for the new programs in Computing
Science and Biochemistry have been considered in detail by the Undergraduate
Curriculum Committee of the Faculty of Science, and it is not intended to
present such courses for individual detailed approval until approval for the
program as a whole has been obtained.
On the other hand, the programs and their general
,
delineation have
been considered in detail by the Faculty and by appropriate committees of
Faculty, and have been examined and debated extensively.
Enclosure ?
.
?
.
10
SIMON FRASER UMVERSJ[TY
S
227
CL
AU '1011"ZANDUIJI
(rI9
C
10
1.0
From ?
.
B.LFUnt,
..................
ty.,•of
Dean.of, Science.
...
Subject ........
.?.9P.9.
1
?
Program .n
Date........
February
?
.6,
1969
?
...........................................
..............
Computing Science.
.
Computers and computer techniques are having profound impact on modern
society. The have revolutionized the approach to a wide variety of
disciplines; they have a profound sociological, economic and scientific
Implication. No branch of science and technology can be predicted to
have a quicker growth rate or greater impact or a greater potential for
the next decade.
These observations ar'rticularly novel. They are widely recognized
by the community; they are widely appreciated by potential students.
There is therefore a great demand for courses and programs in Computing
Science.
There is a correspondingly rapid development in the sophistication
of computer techniques and in the development of computing science as an
established discipline with many broad ramifications, including such
•
?
?
diverse topics as integrated information systems and artificial
intelligence.
In terms of selecting a program for which there is a broad need?
within the university community and appreciation in external society and
a real demand from students, computing science is probably the best choice
and the most highly favoured selection.
Some courses in computing science are presently taught in the
Department of Mathematics. The Department prepared a proposal for an
expanded computing science program and this was discussed at Faculty and
various recommendations regarding the structuring of the administrative
portion of the program and the management of the Computer Centre were
made and are in the process of implementation.
The Computing Science program in its academic form as prepared by
the Department of Mathematics is based on the core program widely
employed in both Canadian and American universities. There is little
doubt that it will be essentially correct in its ramification.. There
is little doubt also that the senior academic appointment in Computing
Science will provide leadership and professional competence and that the
academic personnel in the computing group will polish the program in terms
of academic refinement and actual course structure. .
However, although the fine details of the academic program cannot and
.
?
?
should not be specified at this time, the broad implications in terms of
budgetary need, program priorities, and curriculum development must be
viewed now.
.- ?
.,
•
?
-2-
-
?
IMPLEMENTATION
The general pattern of development can be viewed as proceeding in
three phases:
PHASE
I ?
-
initiation of 100
and
200
level courses in Computing Science.
PHASE
II
?
-
initiation of 300
and
400
level courses.
PHASE
III ?
-
initiation of a complete
major program in Computing Science.
PHASE IV ?
- the establishment
of new branches and choices within the
Computing Science
elective and the establishment of choices
in
the graduate program.
The essential first three phases will probably have the following
budgetary implications:
1969-70 - number of new faculty - 3; annual rate of salary - $
45,000;
actual salary commitment - $30,000; operating expense - $
45,000.
1970-71 - number of new faculty -
2;
annual rate of expenditure - $70,000;
actual expenditure - $60,000; operating expense - $90,000.
1971-72 -
number of new faculty - 3; annual rate of expenditure - $110,000;
actual expenditure - $90,000; operating expense - $135,000.
The essential course outlines were already distributed at the Faculty
meeting of October
24,
1968 as paper 17-F. At the present time, no change
•
?
in these
is put forward.
40
I
Mathematics Department,
Simon Fraser University
PROPOSED COMPUTER SCIENCE PROGRAM
Proposed program and relation to ACM proposals pages 2-6
Faculty Requirements Etc. ?
page 7
Details of courses and notes on courses
?
pes
8-2
ri
ir.t.i.t 1'4J.<
July 30, 1968
2
0
?
22dUndergraduate
_Courses inC omting
The following is the result of a study of a proposed
introduction of serious computer science work into the under-
graduate program of the University. It is envisaged that
graduate work would start later.
As a starting point the recent (March
1968)
proposals
of the A.C.M. 1 were used, together with the older recommendations
of the C.U.P.N.
2
It should be noted that the former document
supercedes earlier ACM proposals and takes into account the
CUPH document.
The next few pages show the ACM proposals in diagramatic
form and the proposed action in respect of these proposals.
.
1.
Curriculum
68.
Recommendations for Academic Programs in
Computer Science. A report of the ACM Curriculum Committee on
Computer Science.
Communications of the Association for Computing Machinery, •li
(1968) 151-196.
2.
Recommendations on the Undergraduate i'iatheri-iatics Program for
Work in Computing. Committee on theUndergraduate Program in
Mathematics, May,
1964.
.
EQUIVALENCE OF CUPI4 COURSES AND PRESENT
?
3
MATHEMATICS DEPARTMENT COURSES
S
The following table is an assessment in general terms
of the equivalence of the CUPM courses quoted in the ACM
Curriculum with present Mathematics Department courses. The
CUPH courses are given in the publication: A General Curriculum
in Mathematics for Colleges. A Report to The I'Iathematical
Association of America. Committee on the Undergraduate Program
in Mathematics,
1965.
Naturally the equivalence is not exact.
Note: 142, M
1
I are best considered as a unit.
j
I.rdsC.toi
•
?
Doss,
able
4
ç;A
itp';
lilt CØll$ CttlHSl S 01 lIlt I'&li.)l'OSI 0 U'sOl RtltADU*lL PHOGRAM
?
Ac
j;stJ
PRc
tV M
I
I
II
I
voice,., ?
k) ?
•ngt,cutt$ Ojsc Cunr,uter Science Course
I
I
?
?
4
I ?
?
Ontrn,i.
•ttVtC.u,Wte
?
?
A
I ?
.d.
tfltlCJtUI
it.,
•n
En hrtein,uil,jle
Advancrsl Computer
Computer
Sconce
Sconce
Course
Coors.
N
..sicar.s a CuPM MeIh
p
n.t., Corpse
Iin. I.
Prerequisite structure occourses
N"'1131114-3
.
1/INtimber 3 / March. I9b41 ?
I ?
(.iliiilU:;
cut
I)III'
of i Iic ('I
?
157
P -
1..S C*bI
?
S ?
tO J',lO'O: U u.(i
,o.IA(llA1(
1J
Pt?4
I ?
t
?
I0O
1 ?
S
?
1 ?
.1
?
lno.:,y ?
I
106 )
NOT
?
M2h ?
1
?
I
?
I
?
SI:
•
4S3
,YEfr
SIS
• ?
(
I ?
?
I ?
I ?
\ ?
\'K \ ?
t
?
I
I
I
I
?
?
'. ?
\
I
I
?
?
I
I
??
I
I
??
II ?
?
I
I I
?
''
J ?
\ "
\
13 ?
/
M
I
?
Mb
495 ?
4-32
• ?
Cn,n4,utns
?
1
?
AI,j.Iøa,,.
• ?
I I
?
\
?
I
?
\\
?
\ ?
I
?
I
?
'A
/
?
1 ?
o:: J
\\\\
/
I
?
?
I
I
?
?
I: ?
\
/
,
?
••
/
?
s
?
,>\ /
?
\\
?
ç — — ?
\ \
On
(X
\ ?
/
?
N
?
!\ \
?
\ // (?!,tt
?
\\ \
• ?
i ?
r -
?
\
\.
S.......•n....
L*;;
0.
/
I ?
I ?
• ?
•
t
ill ?
I:
?
"S
• ?
/
?
J •
?
• -'.4
(7'Th
?
•• ?
,.
?
,Y. ?
(
?
..p ?
COnI.d....Y)
T:,o, ?
I ?
•'Y•?'.•.•• ?
••
?
[1 a. ]
?
[J ?
1
?
ii
?
•• I
- ?
F;. 1. I'rrequisitc structure of courses
Vuliirnc II / 'stimlirr . / ?.Ii.trch. 11)641
?
CAllsimisiticatiotim Of the .-'Ch1
?
I .s
co
S
c-
St'
ow
P(ESEwr
?
'Urt-
v.. ?
etG:•
V
?
-
?
CEO 0 C-0:1
1
t
?
QCO 0 : )-
1 ,-,
Z
S ?
S.
'cec
S
7
FACULTY REQUIREMENTS ETC.
•
In order to im
p
lement the suggested programs with normal
trimester operation and with enrollments as specified for
courses offered in the Fall Semester and appro;zimately one-'half
enrollment in Summer Semester, it will be necessary to have about
•
?
8
members of faculty,
5
one-semester teaching assistants, 1
programmer, 1 key punch operator, and a clerk typist. We have
at present
2 members of faculty and about
3
one-semester
teaching assistants engaged in the program and some programmer
help. The justification for these figures is as follows:
--Course Units Times/-X-r—. Enrollment Lectures* Fac.Tut.* T.A.Tut.*
?
allmj
io6
?
3
?
3
?
150 ?
9 ?
'15
205 ?
3
?
90 ?
9 ? 9
1
101
?
11. ?
1
2
?
45
?
6
• '
?
102 ?
4 ?
1 ?
11.5
?
6
?
k-
1
1.03
?
k ?
1 ?
k5 ?
6
kok ?
k ?
1i
30 ?
6
?
3
ko ?
k ?
2 ?
45
?
6
ko6
?
3
?
?
1
45
407
?
3
?
1j ?
30 ?
k ?
3
408
•
3
?
1•
2
?
45 ?
!1..
2
?
4-21
61 ?
33
?
24
Total faculty load
94
hrs. ?
12
faculty
Total T.A. load
?
, 24 hours ?
•
?
5
T.A. 's
* These are faculty or T.A. weekly semester contact hours per
• ?
year.
8
[ACM Course Bi]
.
0
106-3
Introduction to Computing
Introduction to the concepts of algorithm and flowchart.
Their relation to the structure of a computer. Use of a high
level programming language for elementary problem solving.
(3-1-0)
Note; This course follows in rough outlines the Ideas covered
In Bi. It replaces our course Mathematics 105-2. The high
level language used will probably at the present time be
FRTBAN though FL I may be introduced at some later stage.
Items
8
and 10 in Dl will receive less detailed attention
than is suggested. Ilore attention will be paid to flowcharting
and problem analysis.
•\
9
[ACM Course B2 J
205- Computers and Programming
Internal structure of a computer system and machine-
oriented programming. Theory of selected programming techniques.
Introduction to theoreiii of advanced software and advanced
hardware. ?
(3-1-0)
• ?
Prerequisite - i•athematics
106-3.
Note: This course follows in general outline course B2 with
additional emphasis on the use of assembler language. The
danger that the last part of the B2 course could be handwaving
is to
be avoided.
.,
io
LCIi Course
B33
•
Comments on ACM Course B3 Introduction to Discrete Structures.
There is perhaps no need to introduce this course at the
moment, but it, or something like it, may be found to be
essential later, dependent on the mathematical background of
the students we get. There are many topics of interest and
of importance here for science students and for some arts
students. In particular this relates to the graph theory work.
It will be noticed that the course
inc.ludos cotaptxt.er
n.pp1iMort
of the topics covered and not just their theory.
The omission of the course will mean that we will have to
introduce any of the topics that should have been covered there
when they are needed in later courses. This is not a particularly
satisfactory position but is perhaps sensible at the moment if
•
?
University expansion is limited.
Some of the theoretical work of B3 is covered in the ne
Pure Maths I course.
We would naturally consider mounting the course on request
if special funds were provided.
[ACI'1 Course B14]
Comments on ACM Course i3
4
Numerical Calculus.
A good course for people going no further in computing
science but one which for budgetary reasons we would possibly
have to leave out at present. Material in-it could be omitted
-or covered in
18/9.
(Numerical Analysis 1,11).
11
.
[ACM Course Ii]
12
L
ge
.
.
.
401-4 Data Structures
Concepts of data.
?
Theory and applications of several
data organizations.
?
Storage systems and structures.
(4-i-o)
Prerequisite Mathematics
2053.
Note: This course follows essentially Course Ii of the ACM
curriculum. ?
It has been upgraded to a t credit course so
that the graph theory part of the omitted course, B3, could
be included.
?
This could appropriately be done in part 4 of
the syllabus. ?
The course content is stated to be more than
could be normally given in a one-semester course.
?
This is
another reason for upgrading to
k
units.
?
In this course, as?
In many others of the proposed 400 level courses, the eventual
content will to some extent have to be determined by experience.
The ACM statement that: the instructor should carefully select
material which gives the student a broad introduction to the
subject but which fits together pedagogically
?
seems
significant since there is a real danger that the course could
develop into being a catalogue type collection of facts.
?
If,
however, this danger is borne in mind, the course could form
and should form an essential introduction to later work.
13
•
[ACM Course 12 (see also 15)]
402-4 ?
-Programmingranguages
Systenlalic approach to the study of programming
languages. ?
Introduction to assembler and translating systems.
(k-i-o)
Prerequisite - Mathematics 205-).
?
It is desirable,
though not essential, that Mathematics 401-4 be taken prior to
or concurrent with Mathematics 2102-4.
Note: ?
This course essentially follows 12, but has part of
15 added into it.
?
It
is
not considered appropriate at this
stage to recommend the introduction o
?
a full course of
compiler construction.
?
The other courses being suggested
are considered to be more important in the first instance.
It may well happen that in the future this course is split
along the lines suggested by ACM.
?
We feel, however,
?
that
this would best be done in the light of experience gained here
and not done immediately.
?
The co-requisite koi-'t has been
added partly because of the complete omission of B),
?
but more
because it
is
felt that a detailed knowledge of data structures,
while not essential for a full study of programming languages,
is
nevertheless a help.
?
It becomes particularly desirable
if we go far into the compiler construction aspect of the
course.
?
The course
is
essentially an extension of the
software aspects :f the course 205--3.
o
.
I
[ACM Course 1.i (see also 16)j
403-11 Computer Organization and Elementary Switching Theo
Hardware organization of computer systems. Logical
design and elements of digital computer systems.
?
Theoretical
foundations and mathematical techniques concerned with the
design of logical circuits.
?
(4-1o)
Prerequisite - Mathematics 2053.
Note: In the same way as
?
4 is an extension of the software
part of 205-) )
the present course is an extension of the
hardware part of that course.
?
It is considered as a
combination of 13 with parts of 16.
?
It is not proposed at
this time to give 16 in full.
0
15
[ACM Course 14]
.
404-4 Systems Prop
grammin
S
Software organization of computer systems.
?
Multi-
programming and multiprocessing systems.
?
A particular system
is shown for central study.
?
(4-i-U)
Prerequisite - Mathematics kOi•
4
and 402-4.
?
It is ?
recommended that a student take Mathematics
403- 4
prior to or
concurrent with this course.
Note: This course is intended as being essentially based on
Course 14 of the ACM proposals.
?
This means that with 401,
402 and 403 it forms the main "computer science" part of the
computer science option.
?
The problems which arrive in
multi-accessing, multiprogramming and multiprocessing are
emphasized in the course which should be a serious one.
?
It
will be noticed that in the ACM description it states that:
tere is considerably more material listed than can normally
be covered in one semester so that careful selection of topics
should be made or the course extended to two semesters.
?
This
is the justification for making the course 4 credit rather
than3.
0.-
ACM Course IS)
?
.1•
Comments on ACM Course 15
.QilLC9struction
It is
proposed that this course be omitted in the
first instance .
, primarily for budget reasons. ?
It is
suggested that part of the course be included with 12 and
this has been taken into account in the description of
402- and the comments on that course.
.
?
Li
[ACM Course .I()
It
k
Comments on
ACM Course 16
?
Switching Theory
This
course has certain aspects
which
might be more
appropriate
to study. in physics.
?
Whether it could be
offered will
to some extent depend on the qualifications of
persons recruited
into the computer science section of
?
.he
Department.
At this stage we feel that it would be best if
part of the
course were taken into 13 and the remainder omitted.
We would still
retain the flexibility to introduce the
remainder of
the course if it were found necessary or
desirable at
a later stage.
?
These facts have been taken
into account
in the description of and comments on 403-4.
i8
?
.
0
?
[ACM I? (see also A?)]
?
cL_d4.
?
49
405-4
Sequential Machines
Theory of finite automata and sequential machines with
extension to an introduction to the study of recursive
(computable) functions.
?
(k-i-o)
Prerequisite Mathematics 10-3 and at least one of
Mathematics 231••2 or
2323,
Note: This course has been upgraded to a t unit course for a
specific reason. ?
The Mathematics Department has an active
group in mathematical logic and it would be appropriate both
?
• ?
from the computer science and the mathematical logic points
of view if advantage was taken of that fact.
?
Accordingly
the elementary part of the graduate course A7, namely the
introduction of the subject of computability using Turing
machines and similar methods has been added to Course 17.
The complete course (
4
03 .4 ) is essentially of pure mathematics
type and could draw as its audience pure mathematicians with
an
interest in logic as well as persons whose primary interest
is in
computer science.
19
[ACM Course 18]
406-
3 Numer
i
ca
l
Analysis
Theoretical and practical study of numerical methods
appropriate for high speed digital computer solution of a
variety of mathematical problems.
?
This study will include
ones taken from the following general areas:
?
solution of?
linear equations, interpolation and approximation theory,
ordinary differential equations.
?
(3-1-0)
Prerequisite
?
Mathematics 10-3, 2113 and 232-3.
Note: This course and
4
07-3 correspond to Courses 18 and 19
respectively of the ACM curriculum.
?
They also correspond to
Courses
.
6 and
7
respectively of the CUPM curriculum.
Detailed prerequisite requirements and course content may need
some modification as implications of the Intermeshing of the
courses with the methods and differential equations courses
become apparent. ?
At present it would, however, seem that
the courses could be essentially independent as far as duplicate
credit is concerned and rather in fact they are complementary
to each other..
20
o
?
[ACM Course 19]
1
073 Numerical Analysis II
Similar to Numerical
reference to topics arising
and of ordinary and partial
Prerequisite - Mathei
one of 06-3 or 412-4.
Analysis I with particular
in the study of linear algebra
differential equations.
natics 10
6
3,
ii-k
and at least
Note: See Note on
I06_3.
0
0
21
[Not in ACM Recommendation)
4083
Operations Research
Mathematical theory of optimzatioñ methods used in
operations research.
?
Illustrative examples.
?
(3-1-0)
Prerequisites ?
Mathematics 102-3,
106-3, 213-3,
and 232-3.
Note: Prerequisites to this course will probably be varied
with the implementation of changes in the statistics courses.
The course is intended to cover mathematical aspects of
operations research.
?
It is realized that there is an
operations research course within the Economics Department.
On the other hand as is the case with statistics, there is
work here which should be dealt with by mathematicians.
?
It
would he intended that the course, as with other computer
.science courses
)
would make use of the computer.
?
I see no?
reason why the course should be
5
units as.. is the case
with the economics course.
?
If It were to be a 5-unit course?
it would be quite out of line with the other courses offered
by the Mathematics Department.
?
' ?
'
