CpE and Computing Disciplines — Quick Reference

Definition: Computer engineering combines electrical engineering and computer science; design, construction, implementation, and maintenance of software and hardware components of modern computing systems, computer-controlled equipment, and networks of intelligent devices.
Work fields: computer, automobile, aerospace, telecommunications, power production, manufacturing, defense, electronics; distributed computing environments (LAN/WAN, wireless networks, internet, intranets) and embedded computer systems.

Goal-oriented activity involving creation and use of computers; includes designing and constructing hardware and software systems for diverse purposes.

Graphical views depict commonalities/differences among disciplines; emphasize the theory-vs-practice dimension.
Axes:
- Horizontal: Theory, Principles, and Innovation ⟶ Application, Deployment, and Configuration
- Vertical: Computer Hardware and Architecture ⟶ Organizational Issues & Information Systems
CC2005 promoted a knowledge-based view of computing education, aiding conceptualization of specializations by knowledge types.

Computer Engineering (CE): merges computing and electrical engineering; focuses on design, construction, implementation, and maintenance of hardware/software interfaces in computing systems; heavy emphasis on mathematics; graduates design computers, computer-based systems, and networks beyond simple configuration.
Computer Science (CS): more theoretical; strong link to abstract mathematics; proficiency in programming and software development.
Information Systems (IS): focuses on information capture, storage, processing, and analysis to support decision making; builds information processing into organizational procedures and systems; enables digital transformation in IS environments.
Information Technology (IT): emphasizes user needs; systemic approaches to select, develop, apply, integrate, and administer secure computing technologies to meet goals.
Landscape (CC2020): computing disciplines provide components for technology solutions; information systems and data science enable digital intelligence and transformation; security permeates the entire computing space.

Design capability: design computers, computer-based systems, and networks with hardware/software integration; design exceeds simple assembly/configuration and involves trade-offs among competing goals.
Breadth of knowledge: broad mathematical and engineering sciences applicable to engineering beyond narrow CPT demands.
Preparation for professional practice: readiness for professional engineering practice.

Apply knowledge of mathematics and science to solve complex engineering problems.
Design and conduct experiments as well as analyze and interpret data.
Design a system, component, or process to meet desired needs within realistic constraints (economic, environmental, social, political, ethical, health and safety, manufacturability, sustainability) in accordance with standards.
Function on multidisciplinary teams.
Identify, formulate, and solve complex engineering problems.
Understand professional and ethical responsibility.
Communicate effectively.
Understand the impact of engineering solutions in a global, economic, environmental, and societal context.
Engage in life-long learning.
Deliver knowledge of contemporary issues.
Use techniques, skills, and modern engineering tools necessary for engineering practice.
Understand engineering and management principles as a member and leader in a team, to manage projects and multidisciplinary environments.

Competency: the quality or state of having sufficient knowledge, judgment, skill, or strength.
Competencies: job-relevant behavior, motivation, and technical knowledge/skills; a person-centered concept requiring demonstration of behavior alongside skills.
Formula: $\text{Competency} = \text{Knowledge} + \text{Skills} + \text{Dispositions}$

Knowledge: the “know-what” dimension; enumerated topics in syllabi, accreditation criteria, and job descriptions.
Skills: the capability to apply knowledge to accomplish tasks; requires practice; assessed via observation of process or output.
Dispositions: the “know-why” dimension; habitual inclinations, socio-emotional tendencies and attitudes (e.g., trustworthiness); influence how skills are used.
Task: frames skilled application of knowledge; described as a prosaic statement about the setting; aligns dispositions with actions to achieve effective performance.