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Pages 1-12

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From page 1...
... CPS engineering2 focuses on managing interdependencies and impact of physical aspects on cyber aspects, and vice versa. With the development of low-cost sensing, powerful embedded system hardware, and widely deployed communication networks, the reliance on CPS for system functionality has dramatically increased.
From page 2...
... Building this workforce will require attention to educating the future workforce with all the required skills -- integrated from the ground up -- as well as providing the existing workforce with the needed supplementary education.  It proved difficult to obtain comprehensive data on industrial demand for CPS skills, and the committee was not in a position to commission systematic surveys to collect such information itself. Instead, the committee has relied on the perspectives of industry experts, including those who briefed the committee or who participated in the two workshops convened during its study.
From page 3...
... It is derived from an examination of existing courses, programs, and instructional materials as well as consideration of the topics highlighted in comments from industry experts. The emphasis is deliberately on core principles and foundations reflecting the challenge of packing the material needed to span both cyber and physical aspects into an already crowded engineering curricula.
From page 4...
... Foundations of CPS Drawing on these principles, the committee identified the following six key overarching intellectual foundations for a CPS curriculum: 1. Basic computing concepts beyond those covered in a couple of introductory programming courses, such as embedded hardware, data structures, automata theory, and software engineering.
From page 5...
... 5. Modeling of heterogeneous and dynamic systems integrating control, computing, and communication, with emphasis on uncertainty and system heterogeneity, including such techniques as linear and nonlinear models, stochastic models, discrete-event and hybrid models, and associated design methodologies based on optimization, probability theory, and dynamic programming.
From page 6...
... "Soft" skills -- in such areas as communication, flexibility, and an ability to work on teams, including multiple disciplines -- are of particular importance for CPS engineering because the work is inherently interdisciplinary. The pace of change in science and engineering knowledge generally and the newness and rapid flux of CPS suggest that CPS courses and programs emphasizing learning and critical thinking, as well as specific techniques and methods, are needed.
From page 7...
... Because CPS degree curricula are in their infancy, they will doubtless evolve substantially as CPS are more widely deployed. Moreover, CPS programs will doubtless share with most engi • One or more CPS survey courses taught at the undergraduate level.
From page 8...
... Doing so over time could help reduce the burdens associated with infusing CPS throughout engineering and building the courses needed to implement a CPS program. FINDING 3.2: Because CPS engineering centers on the interaction of physical and cyber aspects of systems, it will often not be sufficient to create CPS curricula by simply combining material from existing courses.
From page 9...
... education, these project-based courses should be extended to support CPS principles and foundations. OPPORTUNITIES AND OBSTACLES FOR INSTITUTIONALIZING CPS CURRICULA Several obstacles stand in the way of building successful CPS programs.
From page 10...
... Recruiting, Retaining, and Developing the Needed Faculty Faculty teaching CPS courses will be most effective if they are able to draw on expertise in particular aspects of CPS, knowledge of the other aspects of a complete CPS system, and domain- or application-specific needs. Today, most CPS education (and research)
From page 11...
... Developing Needed Courses and Instructional Materials Although the committee was encouraged by the release of several textbooks during the course of its work, the number of textbooks, curricular materials, and laboratory facilities that exist to support CPS remains limited. Just as merely regrouping current classes will not yield a CPS curriculum, current texts may not fully incorporate the effects of the physical system on cyber technology, and vice versa.
From page 12...
... A workforce with these skills will be better positioned to help industry pursue current and future advances across the myriad applications for CPS. The actions recommended in this report point to ways to ensure that aspiring engineers and computer scientists are equipped with the skills necessary to meet the demand for a modern CPS workforce.


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