Data Processing Technology, a Suggested 2-Year Post High School Curriculum. INSTITUTION Central Texas Coll., Killeen

DOCUMENT RESUME

ED 085 056 JC 740 007

TITLE Data Processing Technology, A Suggested 2-Year Post High School Curriculum. INSTITUTION Central Texas Coll., Killeen. SPONS AGENCY Bureau of Adult, Vocational, and Technical Education (DHEW /OE) ,Washington, D.C. PUB DATE 73 NOTE 105p. AVAILABLE FROMSuperintendent of Documents, U.S. Government Printing Office, Washington, D.C. 20402 (Stock No. 1780-01240)

EDRS PRICE MF-$0.65 HC-$6.58 DESCRIPTORS *Computer Science Education; Course Content; *Curriculum Guides; Curriculum Planning; *Data Processing Occupations; *Electronic Data Processing; Electronic Technicians; Laboratory Equipment; Post Secondary Education; *Technical Education; Technical Occupations

ABSTRACT This guide identifies technicians, states specific job requirements, and describes special problems in defining, initiating, and operating post-high school programs in data processing technology. The following are discussed:(1) the program (employment opportunities, the technician, work performed by data processing personnel, the faculty, student selection and services, textbooks, references and visual aids, laboratory equipment and facilities, the library, scientific and technical societies, and advisory committees and services);(2) the curriculum (outline, brief description of courses, curriculum content and relationships, suggested continuing study, and cooperative vocational education programs);(3) course outlines (technical--computer science, operations and programming; syStems development and analysis, and data base management--math--including business statistics--supporting courses--business and accounting--and general courses-- communication skills and society and working relationships); (4) lab equipment and facilities (transporting student to computer facilities, terminals only, oncampus couuter facilities, equipment costs, supplies, and non instructional support); and (5) library support (staff, budget, and content). A bibliography is appended, as are lists of film distributors and professional societies and associations in 'data processing and a summary of the curriculum pilot study. (KM) FILMED FROM BEST AVAILABLECOPY

S DEPARTMENT OFHEALTH, E DUCATION & WELFARE NATIONAL INSTITUTE CF EDUCATIONBEEN REPRO THIS DOCUMENT HASRECEIVED FROM UUCED EXACTLY AS ORGANIZATION ORIGIN THE PERSON OR t,TINC, IT POINTS OF VIEWON OPINIONS NECESSARILY REPRE STATED DO NOT INSTITUTE OF SENT OFFICIAL NATIONAL EDUCATION POSITION ORPOLICY DATAPROCESSING TECHNOLOGY)

A Suggested 2-Year Post High SchoolCurriculum

1 I

Title VI of the Civil RightsAct of 1964 DISCRIMINATION PROHIBITED ground of race, color, states: "No person in theUnited States shall, on the benefits origin, be excluded fromparticipation in, be denied the or national activity receiving of, or be subject todiscrimination under any program or Education program, Federal financial assistance."Therefore, the Vocational activity receiving financialassistance from the Depart- like every program or in compliance with ment of Health, Education,and Welfare, must be operated this law.

Central Texas College Killeen, Texas Developed pursuant to a grant with the U.S. Office of Education by Central Texas College Killeen, Texas 1973

"The project presented or reported herein was performed pursuant to a grant from the U.S. Office of Education, Department of Health, Education, and Welfare. However,, the opinions expressed herein do not necessarily reflect the position or policy of the U.S. Office of Education, and no official endorsement by the U.S. Office of Education should be inferred."

For sale by the Superintendent of Documents, U.S. Government Pi inting Office Washington, D.C. 20402Price $ Stock Number 1780.01240 FOREWORD

The rapid growth of computer and dataprocessing technology has made it necessary to provide an educational opportunityfor a large number of students who seek careers as skilied technicians. Their objectiveis to become specializedassistantstoprofessionalpersonnelinscience,engineering, business, and associated professions. This requirement has causeda rapid growth in existing programs and in the demand fornew programs to prepare data processing technicians in public junior and community colleges,technical institutes, and area vocational and technical schools.

Guidelines for establishing quality programs for data processing technicians are needed to assist many administrators who desire to establish such programs but who are unfamiliar with the technical areas involved. Although this publication deals only with post high schoolprograms, some of the material may be adapted for use in high schools to lead the student eitherto employment or to continued study.

This .suggested guide identifies technicians, states specific job requirements, and describes special problems in defining, initiating, and operating programs.Itpresents recommendations for classroom specifications,for laboratory and library facilities, the library collection, faculty development, student selection and services, and the curriculum. The material presented reflects the accumulated experience of successful programs and the consensus of many technician educators. Employers, schooladministrators, teacher educators, consultants, and other persons who have distinguished themselves in the field of technician education, have made substantial contributions to this publication. This volume is designed to assist Federal, regional, State, and local technician educators and their advisory committees in initiating new high quality data processing education programs or in improving programs already in progress. It will also assist teacher educators, program evaluators, employers of technicians, guidance counselors, and others interested in technical cducation.

This guide was developed under the direction of Alton W. Ashworth, Jr. and Suzette Gebolys, Central Texas College, with the assistance of William Berndt and Walter J. Brooking, members of the Bureau of Adult, Vocational, and Technical Education of the Office of Education, Department of Health, Education, and Welfare.

L. M. Morton, Jr. President Central Texas College Killeen, Texas

iii ACKNOWLEDGMENTS

Central Texas College acknowledges with appreciation thevaluable contributions made to the accomplishment of this projectby the following members of the Advisory Committee.

Stephen Choolfain, Assistant Director, InformationServices Division, Lever House, 390 Park Ave., New York, N. Y. 10022

John De Jong, Assistant Secretary for Advanced Planning, UnitedStates Trust Company of New York, 45 Wall St., New York, N. Y. 10005

Clarence Dillard, Systems Analyst, Computer Applications Department,Statis- tics Research Division, Research Triangle Institute, P.O. Box 12194, Research Triangle Park, N. C. 27709 Jerry S. Dobrovolny, Head of Department of General Engineering, University of Illinois, 117 Transportation Bldg., Urbana, III. 61801

John J.Fitzsimons,Branch Manager ofFederal Government Marketing, INFONET Division, Computer Science Corporation, 650 North .Sepulveda Blvd., El Segundo, Calif. 90245 Robert Gates, Vice President for Support Services, Box 816, Edinboro State College, Edinboro, Pa. 16412

George G. Heller, Director of Education, Association for Computing Machinery, 1133 Avenue of the Americas, New York, N. Y. 10036 L. William Lauritzen, Director of Administration, Systems and Data Services, Trans World Airlines, Inc., Administrative Center, Highway 29 and 112th St., Kansas City, Mo. 64153 Ralph E. Lee, Director of Computer Center, University of Missouri-Rolla, Edgar Star Route, Rolla, Mo. 65401 Arnulfo L. Oliveira, President, Texas Southmost College, Brownsville, Tex. 78520

Albert Prioletta, Project Coordinator, Medical .and Health Research Association of New York City, Inc., 40 Worth St., New York, N. Y. 10013 Gus Rathe, Resident Manager, IBM Corporation, 7701 Stemmons Freeway, Dallas, Tex. 75247 Alfredo de los Santos, President, El Paso Community College, El Paso, Tex. 79998 Jimmie C. Styles, Vice Chancellor for Research and Development, Tarrant County Junior College District, 1400 Ft. Worth National Bank Bldg., Ft. Worth, .Tex. 76102

.0/V CONTENTS

Page FOREWORD iii ACKNOWLEDGMENTS

THE PROGRAM 1 Employment Opportunities 2 The Technician 2 Work Performed by Data Processing Personnel 3 The Faculty 4 Student Selection and Services 9 Textbooks, References, and Visual Aids 10 Laboratory Equipment and Facilities 10 The Library 11 Scientific and Technical Societies 12 Advisory Committees and Services 13 General Considerations 13

THE CURRICULUM 15 Curriculum Outline 15 Brief Description of Courses 16 Curriculum Content and Relationships 18 Suggested Continuing Study 20 Cooperative Vocational Education Programs 20

COURSE OUTLINES 23 Technical Courses 24 Introduction to Computers and Programming 24 Survey of Computer Science 26 Computer Operations 28 Introduction to Business Language Programming 29 Advanced Business Language Programming 32 Introduction to, Assembly Language Programming 35 Systems Analysis 39 Advanced Assembly Language Programming 41 Architecture of Computers and Programming 44 Data Base Management 46

Special Projects . 51 Business Systems Development 52 Mathematics Courses 54 Finite Mathematics I 54 Finite Mathematics II 56 Business Statistics 58

VIvii Auxiliary and Supporting Courses 61 Business Practices 61 History of Industry 64 Introduction to Accounting 66 Computerized Accounting 68 General Courses 70 Communication Skills 1 70 Communication SkillsII 72 Society and Working Relationships 73

LABORATORY EQUIPMENT AND FACILITIES 75 Transporting Students to Computer Facilities 75 Terminals Only 75 On-Campus Computer Facilities 76 Equipment Costs 80 Supplies 83 Non-Instructional Support 83

LIBRARY SUPPORT 85 Library Staff and Budget 85 Library Content 86

BIBLIOGRAPHY 89 APPENDIXES 92 A. A Selected List of Film Distributors 92 B. A Selected List of Professional Societies and Associations in the Field of Data Processing 94 C. Summary of the Curriculum Pilot Study 99 THE PROGRAM There were fewer than 15 electronic digital some labor; others look upon it as an encroach computers in worldwide use in 1950. By the late ing electronic monster that one day will rule their 1960's, however, more than 40,000 were in op lives. Oddly, these emotional, nontechnical con eration; the number is expected to increase to victions are somewhat akin to the more objective, more than 100,000 during the 1970's. professional concepts held by computer scientists U.S. manufacturers fabricated and marketed and by authorities in related fields. For example, 10,200 computer systems in 1966; they are ex- although there is no consensus among these au pected to produce about 84,000 systems in 1975. thorities identifying the outer limits of the com Itis estimated that in the 22-year period, 1953- puter's potential applications tohe advantage 75, nearly 400,000 computer systems valued at of mankind, there is agreement that sucn poten- 82.4 billion dollars will have been produced by tial can be released wi'h immensely destructive U.S. firms. impact on the affairs of man. There is common understanding that computer Substantial accomplishments in computer research and development led to the remarkable applications potentialis not yet limited by computer capabilities. growth of the computer systems market. By the Instead, the realization, en- late 1960's, computers operated at 20 to 100 largement, and character of the ultimate potential is limited only by the technical training and abil- times the speed of their 10-year-old counterparts. Within the same 10-year period, data storage ity and ethical standards of the user. The phenomenal capacity was increased eightfold, while the stor- developmentofcomputer age equipment itself could be accommodated in technology and manufacturing and the accelerat- less than half the space required formerly. Con- ing expansion of computer use have created an increasing demand for data processing techni- currently, computer technology penetrated,directly or indirectly, nearly every area of human cians. Extensive requirements exist for technicians in the "software" field; that is, the program- existence. ming and use of the computer and its peripheral Computers have been put to work on innumer- equipment. "Hardware" functions are those re- able tasks. They are employed to design ships, to lated to the equipment itself.In the latter area, aid in their construction, and to operate and navi- technicians are developed by educationalpro- gate the completed vessels on, and under, the grams in engineering. high seas. Computers made possible the design Our national need for software technicians im- and construction of spacecraft, their launching, poses unique demands on the educational com- control, and navigation to the moon; their landing munity. The technical knowledge required by key- on the lunar surface, and the safe relaunch and punch operators, computer operators, program- return of spacecraft and crew to earth. Com- mers, and junior and senior systems analysts has puters also have been applied to less exotic but been acceptably identified. Offering only techni- none the less significant roles in the functions cal knowledge is inadequate; it is equally incum- of government, law enforcement, education, bus- bent on the educational process to provide stu- iness, commerce, and the sciences. The essen- dent technicians with an alert consciousness of tially unlimited utility of the computer itself has their responsibility to the society of which they been augmented in recent years by the accelerat- are a part. Certainly, education cannot beex- ing development of peripheral equipment and pectedto provide them with the answers to data communications systems. This development questions that are yet to arise. Just as certainly, has brought about the use of networks in which education should equip students withethical a single computer located in one city provides concepts that will help them to recognize the service to terminals in other cities across the point at which they should question the general nation. fitness of what they do as it may affect the wel- The response of the non-technical public to fare of society. the intrusion of the computer into theirlives Therefore, this curriculum guide is designed correlates to their concepts ofitscapabilities. for use as an aid in preparing technicians who are Some view the computer as a miracle machine both technically competent and ethically respon- that someday will relieve mankind of all burden- sible.

1 Employment Opportunities sonnel; of satisfactorily performing work for their employers, and of growing into positions of in Many studies have attempted to assess the creased responsibility. In addition, the graduate number of trained personnel needed to effect technician should have a foundation for develop- maximum use of computers now in existence and ing as an active, well informed member of society. those projected to be manufactured and placed In order to satisfy these functionalrequire- in service by 1975, 1980, even 1985. While there ments, a successful data processing educational is considerable disparity in the results of these program must aim to develop specialized persons studies, all are consistent generally in their esti who are able to perform tasks requiring precision mates that a shortage of trained data processing skills and who approximate the professional personnel exists now and is expected to continue in education, attitude, and competence. Such pro- indefinitely. Included in the zone of consideration grams provide for rigorous study of are EDP clerks, keypunch and other peripheral scientific principles and supporting mathematics, and for equipment operators, terminal operators, com intensive laboratory and field practice related to puter operators, programmers, and systems ana- the instruction. Students must be provided with lysts. However, in the data processing field, as in opportunities to gain: all areas of endeavor, there is a particular de mand for personnel with a substantial background 1.Knowledge of applied scientific principles, of sound training and a record of academic or on- equipment, industrial processes, tech- the-job competency. Employers can illafford in niques, materials, and instruments. adequately trained employees in data processing 2.Ability to serve as assistants to professional operations where the opportunity for erroris engineers, scientists, or professional per- great, and the cost of error is sometimes disas- sonnel in other fields. trously high. Particular attention must be given to the design While it can be accepted reasonably that em- of a program that is expected to produce gradu- ployment opportunity exists and probably will ates with the characteristics described above. increase in the data processing field, the range Each course must be directed toward equipping of opportunity is related directly to the qualifica- the student with expertise inits subject matter tions of the job candidate. For this reason, it is areas, butit also must be designed as a func- the responsibility of those who prepare students tional element of the total program, contributing for job entry into data processing to insure that toward the specific objective of producing a com- the preparationis adequate to both the needs petent technician. The correlation of courses with- of the students and their future employers. in the program is essential in order for students to acquire the in-depth understanding that their employers will requite of them. The Technician Successful post high school data processing The occupational performance of data process- training programs concentrate on primary needs; ing technicians is affected significantly by fac- they are realistic and pragmatic.In the same tors over which they can exercise some control. mode, the program suggested in this curriculum Within the limits of standard operation procedures guide has been designed to provide maximum and problem characteristics, graduate technicians technical instruction in the time that is scheduled, are offered a maximum opportunity for profes- while still encouraging students to explore areas sional development. This professional develop- of interest that will nourish and strengthen their ment naturally is contingent on the level of train- human potential. ing achieved by the graduate. To those who are unfamiliar with this type of The occupational activities of data processing educational service (or with the goals and inter- technicians are characterized by diversity. Typi- ests of students who elect it), a data processing cally, the development of economic models, simu- program often appears to be inordinately rigid lation techniques, statistical programming, and and restrictive. While modifications may be neces- mathematical models frequently comes within sary in certain institutions, the basic structure their realm of responsibility. They must be cap- and content of the program should be maintained. able, therefore, of working and communicating The specialized technical courses areboth directly with engineers, scientists, and other per. laboratory and field oriented. They provide time

2 for the application of the scientific principles concurrently being taughtinmathematics andin other supporting and auxiliary courses. In addition, general education courses constitute a small but crucial part of the total program. It has been found that students who enter a technically-oriented program do so because of the depth of specialization that the program provides. Further, theyrecognizeanenlargedresponsibili+yto themselves and to society, a responsibility that extends beyond their career contribution.

Work Performed by Data Processing Personnel Since personnel designations are identified in terms which were nonexistent a decade ago, job descriptions andresponsibility assignmentsin the field of electronic data processing are fluid. Activities for which no precedents were found in the pre.computer era have accompanied the de- Figure1, Student keypunch operators must be pro- videdwithmachine operationexperien,:etoprepare velopment of computer technology. New termin- them for job entry. Keypunch and verifier units must be ology is generated for new concepts and prac- available in sufficient numbers to meet this requirement. tices previously untried. Sufficientstability has been achieved, how- secondary or 1-year post secondary level usually ever, to allow tentative designations for specific have received preparation qualifying them for em- job clusters. Since each cluster may require some- ployment as keypunch operators, electronic data what differentabilitiesas wellas specialized processing clerks, remote terminal operators, and knowledge and skills, data processing graduates computer operators. Students who follow the 2- normally will continue to develop their abilities year curriculum outlined in this manual likewise through study on the job or in part-time study to acquire the knowledge and skills to enter the master the specifics of a particular field. work force in these positions, defined as follows: This manual is focused primarily on the curri- 1. Keypunch operator: operates an alphabetic culum of a 2-year post high school program in and numeric keypunch machine, similar in electronic data processing that will prepare grad- operation to an electric typewriter, to tran- uates to enter the work force as programmers or scribedata from sourcematerialto as systems analysts. These two job categories are punched cards in order to produce predefined as follows: punched data. 1.Programmer: Flow-charts program specifi- 2.Electronic data processing clerk: schedules cations, prepared usually by a systems an- programmer and computer availability for alyst; codes the flow-charted data into a users;organizesuser programsinse- programming language; uses selected data quence for processing. to test and correct the completed computer 3.Remote terminal operator: operates a CRT program. (visual screen) terminal or other terminals 2.Systems analyst: Defines and analyzes a that produce hardcopy printouts only, con- given problem; defines data parameters, ac- trols work flow as designed, and updates quires data, and develops a problem solu- changes to data systems files. tion; prepares specificItions used by the 4.Computer operator: monitors and controls programmers to prepare a computer pro- electronic digital computer to process bus- gram. iness, scientific, engineering, or other data Graduates of data processing programs at the according to operation instructions.

3 and unique requirements characteristic of this program. To be maximally eftective, members of the faculty responsible for the program must have interests and capabilities which transcend their areas of specialization. Particularly, they should be reasonably well-informed of the requirements for study in computer management practices so that they may use field examples and illustrations as supporting material in their courses. A minimum of three full-time faculty members is required to teach the technical specialty courses in a typical data processing curriculum, bear- ing in mind that entering classes of 20 to 30 students can be taught in lectures but may have to be divided into two sections of 12 to 15 for laboratory work. One of the full-time instructors usually is recognized as the head of the program and can be expected to devote about half-time to program administration. The department head must be technically competent in data processing, able to plan and equip the facilities,- capable of developing and initiating the curriculum, able to provide the necessary leadershipinstudentselectionand graduate placement, and qualified to deyelop the coordinated departmental teaching effort which will result in completeness and excellence in the program. This individual should work with the local advisory committee, and shouldin other ways lead the program with the support of the school administration. The departmenthead andat Figure 2. Laboratory facilities must include equipment that is sufficiently up-to-date to permit its use in current data processing practices. The magnetic tape drivein use by this student exemplifies such equipment.

Table 1 summarizes the job descriptions, orientation, and preparation commonly suggested for these six data processing positions.

The Faculty The effectivenessof any program depends largely upon the competence and enthusiasm of the instructional staff. The specialized nature of the data processing program necessitates that its instructors demonstrate special competence based both on proficiency in technical subject Figure 3. Disk packs are devices used for storing com- matter and on industrial or business experience. puter data. Here, a student technician selects a disk It is important also that all members of the facul- pack from its file preparatory to loading itin one of the ty understand the educational philosophy, goals, disk drive units in the background.

4 Table 1. Job characteristics, data processing technicians Title Function Knowledge interface Orientation Experience requirementEducationfor entry operatorKeypunch automaticallymaysourceTranscribesmachines tend data; that techniquescollationTranscription and programmerclerk,User data, EDP preparationSoftware operationmaintenanceMachine and ortechnicalHigh secondary1-year school programpost nalRemote operator termi- terminalsOperatesothersort punchcards remote CRT or flowComputerprocedures, control, operation and work computerprogrammer,EDP clerk, operator hardware,organization,Work flow maintenanceoperationTerminal and ortechnicalHigh 1-year school postprogram dataElectronic processing computerSchedules and organizationOfficedata systems and files operator,User, keypunch _ - organizationClericalsoftware schedulingOffice technicalHighsecondary school program clerkoperatorComputer computerpreparationMonitors time managementfunctionsComputer programmerprogrammerEDP clerk, andHardwaremanagement Machinefunctions secondary1-or or1-year 2-year post data post Programmer andaccordingPrepares,program tests to format debugs, computerProgramming, operator,Computer systems hardwareSoftware, languagesProgramming secondary2-yearprogramprocessing post data systemsspecificationsaccordingpreparedprograms designer to by capabilitysoftwarecapability, analyst programprocessing analystSystems formatandRefinesprograrnmable data problems into capabilityComputer programmersUser, hardwareSoftware. experiencedesirableProgramming secondary2-yearprocessingprogram post data least one instructor must be employed during the cope with the interpersonal relationships of school first year of the program, and an additional in- and employer, and able to exercise a high degree structor, perhaps more, will be needed during the of independent judgment as teachers and repre- second and subsequent years. sentatives of the school. In additionto the three data processing in If the scope and depth of training are to be structors, at least two full-time faculty members adequate, programs for highly skilled data proc- must be available to teach communication skills, essing technicians must be a series of wellinte- technical reporting, mathematics, basic science, grated courses. Therefore, careful consideration and general courses inthe 'curriculum. These must be given to the timing of the introduction of courses should be designed to meet the specific new concepts.This may, perhaps, be accom- needs of data processing students, The purpose plished through "team-teaching,"in which the generally cannot be served by the use of materials technicalstaff isorganizedintocoordinated selected and presented originally to achieve goals teaching units. Teaching assignments are then in another subject area. While the institution al made on the basis of the individual member's ready may have sufficient staff to prepare and special training and talents. Concurrent courses teach data processing supportive courses to stu- are closely coordinated by team members to best dent technicians, care must be taken so that in- utilize the students' time while they are moved structors arenot overloaded with the require- smoothly on to progressively higher levels of un- ments of the new program. derstanding. Staff to teach and supervise laboratory proj- "Team.teaching," like any sound instructional ects and to supervise work experience in coopera- technique, can be developed and nourished only tive educational programs off campus must be by the teaching faculty. A weekly departmental professionally and technically competent, able to. staff meeting to encourage development and ex-

Figure 4. Hands -on experience with computer equipment is provided as an essential part of the learningprocess. This student is working in a setting that duplicates the environment shecan expect in her future employment.

6 Figure 5, The library environment and content should be designed to meet the needs both of part- and full-time students pursuing a post high school program. perimentation with teaching methods is recom- fessional careers they will remain alert to new mended. At these sessions, instructors could veri- methods, materials, and equipment. They will fy that the coordination of concurrent courses, continue to read, to study, to maintain contact such as Business Statistics and Business Sys- with the changing concepts of data processing, tems Development, is maintained and that new and to visit business and industrial programs. concepts or techniques are receiving similar pres- While individual efforts toward self development entations. are considered to be ordinarily characteristic of In addition to keeping concurrent courses well- a professional attitude, such activities should be coordinated, staff meetings can provide for inter- supported substantially by administrators and change of ideas on teaching techniques discov- program heads. Funds judiciously budgeted for ered to be useful, and on recently developed lab- faculty members to travel to selected professional oratory projects which seem to be particularly conferences can produce new knowledge with successful. Furthermore, the meetings provide an which to enliven even a successful program. opportunity for the discussion of scientific and Institutions can promote staffeffectiveness technicaljournalarticleswhich may enhance further by encouraging faculty members to par- classroom teaching or which may present new ticipate as active members of professional and information which should be taught. technical societies. Through such organizations The most competent faculty members will never they can keep up with new literature and main- feel that they have completely mastered their retain closer liaison both with employers of tech- spective areas of expertise. Throughout their pro- nicians and with key leaders in the data process-

7 designed to develop supporting employees who increase the effectiveness of analysis teams, The same principle of assistance may be employed to increase the effectiveness of the teaching staff. Staff assistants may be used in stock control, to organize the proper equipment forlaboratory sections, to keep equipment operating properly, to fabricate training aids, and to do a limited amount of routine paper grading. When assistants do these important but time-consuming jobs, the instructional staff can devote more time to developing courses, to preparing handouts to supplement lecture material, and to insuring that necessary components and properly functioning equipment are available when needed, Resource ful use of supporting personnel makesitpos- sible to have a small but versatile staff which may be maintained as enrollment varies. By ed- justing the size of the supporting staff to the demands of enrollment, a school may at least partly solve the problem of having too few instructors when the enrollmentisreduced. Most of the supporting staff may be recruited from the student body or graduates from the program. When determining teaching loads for teachers of data processing courses, administrators should consider the number of student contact hours required by their schedules. Fully effective instruc tors in this field require considerably more time to develop courses and laboratory materials than do other subject-matter instructors. A contact hour workload of from 15 to 20 hours a week usually constitutes a full teaching load for data processing teachers. The rest of their time should be spent in assisting students and in developing courses and effective laboratory projects. Class size also must be considered in encourag- Figure 6. The periodicals section of thelibrary war- ing effective instruction, since individual atten rants particular :.,tention from data processing instructor and student alike. Technical publications are the best tion is commonly recognized as a vital component available source of new, complete, and authoritative tech- in teaching. The maximuin size of a lecture class nological information. may vary somewhat depending on the material to be covered, characteristics of the lecture room, ing field, School administrators are increasingly and the teaching techniques employed. For black- encouraging the self development of staff mem board lecturing, class sizes of 20 to 30 students bers by providing released time and financial usually should be considered optimum.Ifthe assistance to those who attend society meetings lecture involves only limited discussion and the and teacher-training institutes. Periodic or sab- parts of the presentatic4, normally written on the baticalleaves should be extendedlikewise to blackboard are prepared for an overhead projec- staff members to afford them the chance to up- tor, the size of the class may be increased. date and broaden their industrial experience or In addition, the planning of laboratory activi- to allow for further study. ties requires particular care. Laboratory sections Programs in data processing technology are should not be overloaded with students. Teach-

8 ing cannot be of maximum effectiveness if there dents the opportunity to enter a data processing are too many students per work group or if too program with a good probability of successfully many different projects are in progress simultan completing it. Thus, fewer students experience the eously in the same laboratory. This especially is harmful effects of academic failure, and the pro- the case where a project requires "hands on" gram benefits in that the adverse financial im- use of a computer or peripheral equipment. If too pact resulting from tuition refunds is kept at a many students try to work at a single terminal, lower level.Pretechnical programs also reduce for example, most of them will not benefit be- student recruitment problems, provide assurance cause they cannot participate sufficiently in doing of a high quality of graduates by starting with the work. An optimum group size usually is two, adequately prepared students, and give promis- although some projectscanbeeffectivefcr ing students an opportunity, limited only by their groups of three or even four students. However, ability and industry, to develop marketable job if too many projects are in progress, the instruc- skills, tor cannot be suitably attentive to each and the The students ultimately admitted to the pro- work cannot be coordinated closely with theory gram should have similar backgrounds and capa- lectures. bilities and should exhibit some evidence of ma- turity and seriousness of purpose. Wide ranges of Student Selection and Services ability, among students can create an inefficient teaching situation and thereby prevent the pro- Since the ultimate objective of this program gram from progressiog at the necessary rate. is to produce high-quality graduates at the post The amount ofmaterialto be presented and high school level, it is essential that the students the principles to be mastered require students admitted into the program have certain capabil- who not only are well-prepared in formal course ities.If the incoming student's background is in- material but who also have the personal motiva- adequate, the instructors may tend to compro- tion to master a difficult program and to develop mise the course work to allow for these inade- their capabilities to the limit. quacies, with the probable result that the program will be inferior in depth and scope. At any level of preparation, effective guidance and counseling are essential to the technical stu- Usually, the prerequisites include graduation dent. Wherever possible,studentsshouldbe from high school or its equivalent, with accredit- aided in selecting educational and occupational able completion of: objectivesconsistentwiththeirinterests and 1.Three standard secondary units of English. aptitudes.Institutions offering data processing The student should be able to demonstrate programs might consider using standardized or capabilityinreading,writing,andoral special tests to assist in student selection, place- communication. ment, and guidance. Students should be advised 2.Two standard secondary units of mathe- to review their educational objectivesifitbe- matics, including algebra and plane geom- comes apparent that they lack interestin the etry or their equivalents. Intermediate al- program or lack ability to complete itsatisfac- gebra and trigonometry are desirable but torily. are not required. Students should be familiarized with the facili- 3.At least one standard secondary unitof ties on campus. In particular, they should be giv- science. en a tour of the computer facilities; and the li- Prospective students who have completed high brary, and be made aware of the procedures and schooldataprocessingcoursessuccessfully rules for their use. If possible, organized trips to should be given appropriate credit. Those who nearby industries and businesses should be ar- have had data processing job experience also ranged early in the program to give new students should be given suitable credit contingent on an opportunity to stimulate personal motivation completing equivalency testing satisfactorily. and to clarify their understanding of why cer- Many institutions offering technical programs tain required subjects are important. at the post high school level also provide pre- Students should be given information concern- technical instruction up to a full year's duration. ing membership in technical societies and be en- This affords promising but under-prepared stu- couraged tojoinsuchorganizations.Student

9 chapters of profession& societies offer an op- field of data processing where the impact of the portunity for the student technician to receive development of whole new areas of theoretical excellent material on a regular basis at nominal and applied scientific knowledge is demanding cost and to associate with professionals in data new textbooks, new references, articles in scien processing technology. After graduation, the: tech- tific and technical journals, and new visual aids nician may findaffiliationwitha society ,and material. reading of journal articles an important means of Textbooks will reflect current methods of teach- keeping his technical knowledge current. ing scientific principles and applications as fast The academic achievement of students should as research in education proves applicable. Re- be recognized in some manner. A department& cent ext,r:Isive research in methods of teaching dub might present an annual award to an out- mathematics and physics certainly will produce standing graduate; private companies might offer changes in teaching materials and methods for to contribute to an annual scholarship award. At data processing.Itis mandatory therefore that the post-secondary level, many institutions grant instructors constantly review modern texts,ref- graduates an associate degree as tangible recog- erences, and visual aid materials as they become nition of achievement. In any event, recognition available and adopt them when they represent of student achievement and excellence is a valu- an improvement over those suggested here or able motivation tool not to be lightly dismissed those currently in use. in any program. The texts and references suggested in this cur- Graduates of thedataprocessing program riculum guide have been carefully reviewed and should be aided in every way possible in finding selected. From the lists presented,it should be suitable employment. Placement officers should possible to select suitable ones; it should not be be aware of the needs of the region's business interpreted,however, thatunlistedbooks are and industrial computer centers and should ac- unsuitable. quaint prospective employers with the qualifica- Visual aid sources provided in appendix A have tions of graduates. The placement function is an been selected from an extensive list and repre- extremely valuable service to the student, the sent those considered to be suitable at the time institution,andtheemployers. Anexcellent the curriculum was prepared. Because the num- record is important in zittracting new ber of such sources makes an all-inclusive listing students. Moreover, the school should conduct prohibitive, many are not listed. From those listed periodic follow-up studies of its graduates to de- and others currently available, an instructor may termine their progress and evaluate their train- select visual aids that meet stated teaching ob- ing. Such studies can indicate how the program jectives. Always, however, visual aids should be or teaching techniques can be improved to meet previewed and studied before they are used. current employment requirements and trends. Instructors undertaking to prepare any course A commitment should be made to determining contained in the curriculum should familiarize and meeting both the immediate and long-term themselves with the texts and references listed needs of the students enrolled in the program. in the course outlines and with others that are This commitment encompasses sound academic available. They then will be able to select ma- preparation, vocational and person& counseling, terials that best meet their particular needs and and job placement. best promote a lucid, high-level technical presentation to their students. Textbooks, References, and Visual Aids Laboratory Equipment Textbooks,references,andvisualaidsfor and Facilities teaching any science must be reviewed constantly Laboratory experience isa vital part of any and supplemented in light of the rapid develop- data processing program and is considered essen- ment of new knowledge in the field and the re- tial to achievement of the curriculum objectives. sults of research in methods of teaching and de- A recommended approach to developing labora- veloping basic. concepts in the physical sciences tory work and equipping the laboratories is to de- and mathematics. This is c-specially true in the termine what experiments and experience are

10 needed for each course. Exercises then should be the nature of the equipment may require some designed,so far aspossible,using standard remodeling of the area in which it will be housed. equipment representative of that currently used For example, raised flooring may be necessary to in industry and business. This approach requires accommodate electrical cables. Furthermore, air- staff time and effort but, because the experimen- conditioning may be highly desirable, both to tal equipment has been assembled to demon- promote human comfort and to provide the hu- strate some principle or to make a specific ex- midity and temperature control essential to the perimental determination withclarity and pre- efficient functioning of the equipment and ma- cision, it usually results in the best instructional terials. presentation. Each student should be allocated specific com- Equipment selection is a consideration of prime puter time. It is necessary to establish procedures importance to the effectiveness of the curriculum. which minimize individual monopoly and yet en- Selection should be based on how well the in- courageactivitiesbeyondthosespecifiedas structional environment simulates business and course requirements. This may be accomplished industrial practices. The equipment used in a data by exercising control of "prime" time and allow- processing laboratory is expensive and tends to- ing sufficient time available after school and eve- ward obsolescence after but a few years of use. nings for student use beyond the limits estab- To help minimize this financial burden, many lished in the individual courses. equipment manufacturers now offer a lease program with an educational discount. The question The Library of lease or purchase is one which each institu- Part of the strength of any program is indicated tion will have to resolve.It will suffice here to by the quality of its library as characterized by the point out that a danger exists in attempting to qualifications of the librarian; the facilities; the utilize a purchase system beyond the limits of quality, quantity, and relevancy of content, and practicality, whereas a leased systemis more the staffing and organization. easily "modernized" when economic concern is Dynamic developments causing rapid changes paramount. in data processing make itimperative that the Consideration also should be given to the pos- studentslearntousealibrary.Instruction, sibility of utilizing remote terminal units con- therefore, should involve the students in substan- nected to a conveniently available central com- tial library work for their various courses, both puter facility whenever such a facility exists in the to develop the habit of using the library as a tool area. This may well prove more economical than in learning and to help foster a professional at- investing in a central processing unit to be in- titude which regacds libraries as a source for stalled in the institution itself. Furthermore, ac- keeping abreast ofnew developments inthe cess to a machine much larger and more power- field. ful, and, therefore, possessing for greater capa- Instructors of all courses should inform their bilities than one likely to be found suitable for an students that library use is an imporZant aspect educational institution, would provide opportuni of the pngram. Planned assignments that require tiesfor more comprehensive programming ex- the use of the library to prepare reports on per- ercises. tinent subjects will enable students to understand Obviously, there are many system configura- the resources available and their relation to data tions which will meet the minimu,rn requirements processing. for a program such as described in the following For this reason, a central iibrary under the di- course outlines. However, valuable insights can rection of a professional librarian is important to be gained by utilizing the professional advice and the success of the program. Most instructors have recommendations of an advisory committee of private libraries in their offices from which they educators and local and national employers of may select books of special interest to discuss in data processing personnel. No decisions on the their personalconferences withstudents and procurement of equipment should be taken with- thereby stimulate their interest in related litera- out the reactions of such a committee. ture. However, a central library insures the acqui- k further consideration when; planning the fa- sition and cataloging of the library content ac- ik,,s for the laboratory is the probability that cording to accepted library practices and pro-

11 vides systematic card files that facilitate the lo- Less conspicuous, but extremely important, is cation of reference materials.It also provides a the support which societies may give in helping to controlled and orderly lending system typical of develop evidence of need for a training program, libraries which the students might use later as in helping to promote the program, in enlisting employed technicians. Provisions for lending ma- members' support for.the program, in helping to terials for out-of-library use should be systematic provide work experience for students, andin and efficient. Suitable study space should also be helping with the placement of graduates. provided students for use of reference works. Associations and societies may supply resource A library not only must provide adequate liter- people to speak to classes; they may serve also ature on the information encompassed by all sub- as hosts to student groups on field trips to study jects in the program, but also extend somewhat specific phases of the technical area. beyond the degree of complexity and depth of Instructors should be encouraged to become the presentations which students encounter in the active members of these societies so that they classroom. Literature dealing with unusually high- may learn quickly of new technological develop. ly specialized aspects of a subject may be ac- ments. Membership willalso enable them to quired as needed or may be borrowed by the meet people in the community who are most ac- librarian from more comprehensive libraries. tively interested in the field. Some educational The library should meet the needs both of institutions pay all or part of the costs of mem- full-time students and part-time students who bership dues and attendance at local or national are taking supplemental courses to upgrade or meetings in order to encourage staff participation update their occupational knowledge and skillS. in selected societies. In addition, it should serve the daily requirements Early in their studies, students should be in- of the instructors in their aim to keep their own vited to become acquainted with the literature technical knowledge abreast of the new develop- and services of scientific, technical, and engin- ments pertinent to their special field of applied eering societies. They should also be encouraged science. to join those which offer affiliate memberships.' In view of the highly specialized nature of li- Many professional organizations and associa- brary content for a data processing program, the tions of manufacturers and producers serve the department head or chief instructor should be a scientist,engineer,technician,administrator, member of the library committee and should be teacher, student, and others dealing withthe responsible for approving the reference material problems of data processing. These include: selected for the technology and related courses. The librarian, as chairman of such a committee, American Federation of Information Processing may be expected to take the initiative in calling Societies (AFIPS) meetings or informally consulting with the head Association for Computing Machinery (ACM) of the data processing department so that, within Association for Educational Data Systems the limitations of the budget and the considera- (AEDS) tion of total library needs, the department will Association of Data Processing Service Organi- acquire the appropriate library content. zations (ADAPSO) Association for Systems Management (ASM) Scientific and Technical Societies Business Equipment Manufacturers Associa- Scientific and technical societies and trade as- tions (BEMA) sociations are an important source ofinstruc- Data Processing Management Association tional materials and other benefits for faculty (DPMA) members and students. Such societies provide, International Federation for Information through their publications and meetings, imme- Processing (IFIP) diate reports and continuing discussion of new Operations Research Society of America concepts, processes, techniques, and equipment. (OR SA) The. presentation and interpretation of scientific and technicaldiscoveries explain therelation- Project on Information Processing (PIP) ship of the theoretical scientist's work to the re- 'See appendix B for descriptions of the history, pur- quirements of the applied science practitioner. pose, and membership of these professional societies.

12 Society for Automation in Business Education suit in minor modifications that relate the pro- (SABE) gram more closely to employment requirements. Society for Technical Communication (STC) The advisory committee can use this curricu lum guide as a starting point and modify it to Advisory Committees and Services meet local needs. The program can form the basis for courses to meet the requirements of em- The success of post high school education pro- ployed adults who wish to upgrade or update their : grams in data processing technology depends sig- skills and technical capabilities, or to train high nificantly on the support of advisory committees. school students for entry into the job market. In Thus, when an institution considers the advisa this way the school administration, with the help bility of initiating a particular program, the chief of the committee and special consultants, can ef- administrator or dean should appoint the advisory fectively initiate the needed program, quickly de- committee to assist in its development.' velop it to a high letel of excellence, and maintain The special advisory committee for the data its timeliness. processing technology program should comprise The program is not intended to make individual representatives of employers, scientific and tech- students proficient in all the duties they might be nical societies and associations in the field, en- asked to perform. Proficiency in highly specialized gineers employed in industry, computer operating work will come only with practice and experience. personnel, and knowledgeable civic leaders who It is impossible to forecast the exact requirements meet with and advise thespecialists on the of the duties that may be assigned to any gradu- school's staff. Such members serve without pay ate technician, and it is almost impossible to pre- as interested citizens. They enjoy no legal status, dict accurately the course or rate of change in the but proved invaluable assistance. The committee technology. Employers generally recognize that re- normally consists of about 12 members (but may cent engineering graduates may require a year or range from six to 20), who generally serve for a I- more to obtain the specific training they need and to 2year period. The head of the institution or to orient themselves to their responsibilities and the head of the program ordinarily is chairman. role in an organization. Similarly, employers of Since such people are always busy, meetings newly graduated technicians must generally ex- should be called only when committee action can pect to provide a 3- to 6-month period of orienta- best handle a specific task or problem. tion on the job. Furthermore, the productive grad- The committee assists in surveying and defin- uateswillcontinue to study throughout their ing the need for the technicians; the knowledge careers in order to develop their total capabilities. and skills they will require; employment opportunities;available student population, curriculum, faculty, laboratory facilities and equipment; the General Considerations extent of community support, and cost and fi- This guide has been prepared for college ad- nancing of the program. When the studies indi- ministrators and department heads who are seek- cate that a program should be initiated, the com- ing to determine whether or not to establish a mittee's help in its planning and implementing is post high school data processing program or to invaluable, expand an existing program. The program design Frequently, the committee substantially helps was based on extensive consultation with a com- school administrators to obtain local funds and mittee whose membership included representa- State and Federal support for the program. When tives of education and industry from across the the graduates seek employment, the committee nation.By this means initial parameters were aids in placing them in jobs and in evaluating established for technician preparation require- their performance. Such evaluations often will re- ments. Further consultations followed with teachers, administrators, and representatives of private 2Riendeau, Albert J. The Role of the Advisory Com- business. Problems, ideas, and recommendations mittee in Occupational Education in the Junior Collene. concerning the program were brought forth, dis- Washington: American AssociationofJunior Colleges, 1967. cussed, and considered. On this basis, the curriculum and supporting material were compiled American Vocational Association. The Advisory Com- mittee and Vocational Education. Washington: The Asso- and 10 technical courses were pilot tested (ap- ciation, 1969. pendix C).

13 Institutions making use of this guide may find institutes or colleges, vocational and technical it desirable to undertake modif;cotiors in order to schools, 2-year community or junior colleges, and accommodate local conditions. In such cases, the divisions of 4-year colleges or universities. advice of local advisory committees should be However, before the program is started in any sought so that the modified program will be suit- of these schools, questions such as the following able to regional or local needs. should be answered in the affirmative: Effective teaching is essential, of course, to (1) Does the program represent an educational successful presentation of this program; but, both objective that the administration and staff the necessary teaching staff and at least most of understand and will support with person- the recommended facilities and equipment should nel, funds, and cooperation? be available before the program is undertaken. (2) Does the program meet a need of the State Considerationof implementing the program or community at reasonable cost? should begin with a comprehensive State, region- (3) Does the existing faculty include qualified al, and local area study. This can be accom- data processing personnelorca.nsuch plished with the assistance of people who are personnel be obtained? familiar with the areas in which data processing technology is in use or is expected to be in use. (4) Will there be adequate financial support to This procedure is necessary in order to deter- provide the program with buildings and fa- mine educational needs, definite community sup- cilities and to maintain it by providing the port, evaluate available student population, and propertools,books,instruments,and to form a basis for decision as to whether or not equipment necessary to conduct a high to offer the program. The program should not be quality program? undertaken unless there is substantial evidence (5) Will provisions be made for an effective that it will be required for a minimum of 10 years. guidance and placement service for pro- The program outlined in this guide is suitable gram graduates? for presentation in any of several types of post (6)Is the projected student population suffi- high school institutions. These include technical cient to justify the program?

14 THE CURRICULUM Curriculum Outline

HOURS PER WEEK

Class Lab. Outside Study Total FIRST SEMESTER Introduction to Computers and Programming 2 5 4 11 Communication Skills I 3 0 6 9 Business Practices 3 0 6 9

Finite Mathematics I 3 0 6 9 History of Industry 3 0 6 9 Survey of Computer Science 1 0 2 3

Total 15 5 30 50

SECOND SEMESTER Introduction to Accounting 3 0 6 9 Computer Operations 3 2 6 11 Communication SkillsII 3 0 6 9 Finite Mathematics II 3 0 6 9 Introduction to Business Language Programming 3 3 6 12 *Special Projects

Total 15 5 30 50

THIRD SEMESTER Advanced Business Language Programming 2 2 4 8 Introduction to Assembly Language Programming 3 3 6 12 Computerized Accounting 3 0 6 9 Society and Working Relationships 3 0 6 9 Systems Analysis 3 3 6 12

Total 14 8 28 50

FOURTH SEMESTER Advanced Assembly Language Programming 2 2 4 8 Architecture of Computers and Programming 3 0 6 9 Data Base Management 3 3 6 12 Business Statistics 3 2 6 11 Business Systems Development 2 3 4 9

Total 13 10 26 49

An elective designed to provide practical experience for students who are preparing for a career in programming; available during last three semesters.

15 Brief Description of Courses

FIRST SEMESTER Survey of Computer Science Introduction to Computers and Fundamentals of data processing vocabulary, Programming basic descriptions of hardware and its uses, a history of hardware applications, and a survey of An introduction to a basic computer language the functions of software. Attention is given also and flow charting, including the preparation and to the implications of future computer technol- processingofindividualprograms.Operating ogy and the relationship between the computer procedures for computer systems are presented, and society. including practical concepts of operating systems and the functional role of the central processing unit (CPU) and peripheral equipment. The stu- SECOND SEMESTER dent receives "hands-on" experience with the components of a modern computer system. Introduction to Accounting An introductory course for the accounting ma- Communication Skills I jor and for the technical student who will use accounting as a tool in other fields of specialization. The first of two courses designed to enable The approach is oriented toward problem solving, stunts to communicate effectively in, their oc- with the student required to work at least one cwv:.ions. Emphasis is on practical aspects of problem or exercise for each class. Almost all communication withconsiderable attentionto laboratory assignments also are structured to em- basic communication. structures. phasize problem solving.

Business Practices Computer Operations An introduction to the field of business, focus- ing on the principles of capitalism, the methods Offers "hands-on" time for the continuation and procedures used by businessmen to arrive and expansion of individual operations initiated in at deciions, and a vocabulary of business terms. Introduction to Computers and Programming. Also included are the application of bookkeeping On-the-job training is provided by assigning stu- and accounting principles and the uses of data dents as apprentices to site operators. processing in business. Communication Skills II Finite Mathematics I Continues from Communication SkillsI and Provides a unified treatment of several topics, deals with more specific communication prob- including logic, set theory, and probability. The lems. On the premise that communication in- course is preparatory for the study of mathemati- volves the individual both as sender and receiver cal and logical concepts and mathematical nota- of data, emphasis is given to improving the indi- tionrequiredin programmingandsystems vidual's effectiveness in these roles. analysis. Finite Mathematics II History of Industry A unified treatment of linear algebra, Maskov Emphasizes the influence of American indus- chains,linear programming, game theory, and trial and social traditions on the individual as a their application to problems in the sciences. The citizen and as a worker. Attention is focused on approach is different from the usual calculus-ana- technological developments since 1900 and on lytic geometry sequence and is particularly sig- the interactions of industry, technology, and so- nificant for the student whose orientation is other ciety in the twentieth century. than physical science.

16 Introduction to Business Language Computerized Accounting Programming Concepts developedinIntroductiontoAc- counting are applied by the use of data process. A beginning course in business programming, ingtechniquesinthiscoursedesignedfor emphasizing business practices and the use of a accounting majors and for technical students in business-oriented language such as COBOL. In- business-oriented dataprocessing.Inapproxi- cluded are practice in the functions of the lan- mately equal proportion, class hours are given to guage instruction set, flow-charting, and non-sci- lecture, demonstration, and discussion on the ef- entific problem solving. File processing is limited fectiveuse of data processing techniques in to sequential files. The course is designed to pro- solving problems inaccounting. All laboratory vide business programming experience and work- assignments provide parallel problem-solving ex- ing knowledge of a programming language. perience.

Special Projects Society and Working Relationships Projects are designed individually for students Illustrates how the findings of contemporary who are preparing for a career in programming. psychology and sociology can furnish man with Actual data processing problems are undertaken, a better understanding of himself and others, and students acquire substantial work experience and help him to develop resources for effective in applying the principles of systems analysis and living in today's world. Although emphasis is on design, programming inseveral computer lan- identifying underlying principles of human devel- guages, program testing and debugging, and pro- opment and adjustment, the course is concerned gram documentation. also with implications for effective personal and group behavior.

THIRD SEMESTER Systems Analysis An introduction to systems terminology and an- Advanced Business Language alytical techniques. Topics such as coding, file or- Programming ganization, system design, cost analysis, and design problems are discussed. The design and Continues from Introduction to Business Lan- methods of typical business systems are studied guage Programming. Emphasis is given to formu- with emphasis placed on system organization and lating and solving typical data processing prob- supporting documentation. Each student isre- lems, using a business-oriented language on a quired to design and document a simple system. digital computer. Subject areas include sorting techniques, inventory accounting, payroll calculations, and advanced language concepts and appli- FOURTH SEMESTER cations. Particular effort is directed to developing proficiency in making use of direct access and in- Advanced Assembly Language dexed sequential file processing, writing and linking to subprograms, sorts, and report writer. Programming A continuation of Introduction to Assembly Introduction to Assembly Language Language Programming. The course is designed to provide a thorough study of standard and deci- Programming mal instruction sets, the Disk Operating System An introductory programming course or equiva- (DOS) assembler specifications, and the DOS lent experience is prerequisite. The basic instruc- IOCS MACRO systems for processing sequential, tion set and the structure of the language are indexedsequential, and random access files. stressed. The basic assembly language setis Emphasis is placed on the application of these studied in detail, but input/output (I/O) isre- facilities to data processing problem solving. Ex- stricted to logical level card input and to printer perience is provided in writing macros and sub- output. routine linkages.

17 Architecture of Computers and acteristic flow-chart components, procedure exe- cuton, loop structure,singly subscriptedvari- Programming ables, creation and use of subprograms, and vari- Examines the fundamental principles by which ousapplications.Examplesaretheuseof computers work and how these principles affect FORTRAN as a vehicle for communicating prob- and govern programming techniques.Surveys lemsolving procedures to the computer, the con topics involving design and functions of comput- sideration of documented case studies in which ers and of programs used in them, the handling computers have been applied to business prob of interrupts by the computer, the design of an lems, and the use of computers in business or- assembler, and the internal and external work ganizations. Other applications studied include ings of the computer. Fundamental algorithms sequentialprocessing systems,characteristics used in computing are reviewed, and attention is and applications of real-time systems, and the given to optimum data formats and representa- implementation and operation of computer sys- tion for specific cases. The why of programming tems. Experience is given in problem definition, techniques as well as the how is explored. andindesigning, coding, and testing several FORTRAN programs of increasing difficulty, both Data Base Management in batch and time-sharing modes. Presents the major concepts and features of data management systems. Emphasis is placed Curriculum Content and on the generalized, self-contained capabilities of Relationships data base creation and use, as opposed to more highly specialized functions. The user -environ- Functional competence in data processing is ment that has led to the development of data derived from atleast three premises around management systems (DMS) is examined; also, which the curriculum must be formulated. This the relationship between DMS and the modern curriculum has been designed to develop this management information system. Most of the competence. major topics are supported by extensive labora- 1.The training should prepare the graduate tory projects. A generalized hierarchical data man- to be a productive employee in an entry- agement system is used in providing hands-on level job. experience with generalized DMS. This system is 2.The formal program, together with a rea- used further as the vehicle for instruction in such sonable amount of experience, should en- subject areas as data base definition, creation, able the graduate to advance to positions and maintenance, and for retrieval logic and the of increasing responsibility. design of user systems. 3.The foundations provided by the training must be sufficiently comprehensive to en- Business Statistics able the graduate to pursue further study. This study may involve reading journals, Offers instruction in programming a computer studying text materials, or enrolling in for- for solving various types of problems encountered mal courses. in business. FORTRAN is used as basic programming language. The problems to which the pro- A 2-year program has certain unusual require- gramming techniques are applied are statistical ments that influence the content and organization in nature. Topics include collection, descriptive of the curriculum. Some of these requirements measures,indexnumbers,andtimeseries are imposed by the occupational functions that analysis. graduates are expected to perform; some requirements result from the personal capabilities and objectives of the students enrolledin the pro- Business Systems Development gram, while others develop from the, limited time Deals with the development of problem-solv- available to produce a competent technician, in ing procedures prior to their computerization and such a fluid field. with the description of these procedures by the The sequence of courses in the 2-year curricu- use of flow-charts. Subject material includes char- lum is as crucial as the content of the courses if

18 the limited time availabit, is to be used with maxi as specific instructional steps to be followed in mum effectiveness. In general, the subject matter inflexible order. Insofar as time i=tstimates are is coordinated carefully into groups of concurrent shown, they represent a judgment as to the rela courses arranged to move the student smoothly tive importance of each instructional unit. It is ex- from one plateau to the next. Students thus gain pected that principles outlined in these courses a deeper understanding of basic principles while will be reinforced with business and industrial ap- broadening their grasp of the many facets of data plications whenever relevant. Field trips add ma-. processing. In technical curricula, it is mandatory terially to the effectiveness of instruction if they that specialized technical course work be intro: are carefully planned n advance so that the proc- duced in the first term. Deferring this introduc- ess observed will be directly related to the subject tion, even for one term, imposes serious limita- material being studied at the time of the trip. tions on the effectiveness of the total curriculum. Beginning with the second semester and con- Several important advantages accrue from the tinuing through the fourth, a specialprojects early introduction of the technical specialty: course is available on an optional basis for students who are preparing to become career pro- 3.. Student interest and motivation are en- hanced by practical aspects of instruction; grammers. Projects are planned and assigned in- if the first term consists entirely of general dividuallytoprovide maximum programming subjects(mathematics, English, social experience in a supervised, realistic work environ- studies), students often lose interest. Since ment. the student enrolled to study data process- The curriculum has been designed to coincide ing, it is important to begin actual training with a semester school calendar. It can be modi- in this area immediately. fied for acc.,mmodation to a quarter calendar but 2.Greater depth of understanding in special- only with considerable adjustment, including the ized subjects is possible in the latter stages possible restructuring of several courses. Curricu- of the 2-year program if the data process- lum organization is such as to permit students to ing concepts have been maturing gradually select subject matter for credit transfer to other over an extended period of time. schools during both the first and the second year. In addition, they can change educational ob- 3.Students can see immediate application of jectives to a 4-year program without extensive loss the principles they study in mathemat- of credit. ics, business, computer language, and in the communication skills. A complete unit of instruction has been provided in both the first year and second. Since a The relationship between laboratory time and significant program objective is to equip students class lecture or theoretical study time is of great with employable skills by the end of the first year, importance. There must be coordination between training during that period includes a balanced the scientific and technical material presented in schedule of data processing, mathematics, bus- the "theory" clasE:es and that taught in the lab- iness practices, and communication skills. Com- oratory. Laboratory work can begin when the stu- pletion of these subjects, combined with learn- dent is acquainted only in part with the ubderlying ing systems analysis and a basic programming theory. As the theory is taught and understood, it language, will qualify a student for many of the can be incorporated into the laboratory work. collateral jobs that existin a data processing Outside study is a significant part of the total environment. program. In this curriculum, 2 hours of outside By the end of the second year, students will study time have been suggested for each hour of have learned several advanced programming lan- scheduled class time. A typical weekly schedule guages and will have had applications courses. In for a student in the first semester of this curricu- addition they will have been exposed to data man- lum'would be: class attendance, 15 hours; labora- agement systems and transmission techniques tory, 8 hours; outside study, 30 hours a total and will have had actual data processing work of 53 hours per week. This is a full schedule, but experience in the laboratory. Work projects are it is not excessive for this type of program. altogether realistic. Students are given problems The course outlines are concise and compre- that require them to perform a system analysis hensive and are intended as guides rather than and originate a design, to prepare program speci-

19 fications and the program itself, to encode the for entering employment upon graduation. Within program and test run it on the computer, to com- limits, they can acquire additional knowledge on plete debugging procedures as required, and to the job by pursuing a reading program in rele- document the finished program. vant technical subjects and by participating in A balance of general education and of compu- seminars and workshops offered by professional teroriented courses exists in the 2-year program. societies. Hardware and software vendors com- Students will enroll during both years for at least prise a source of numerous extension courses five data processing courses, each of which in- dealing often with state-of-the-art technical data. cludes a comprehensive laboratory program em- Inaddition, many employers conduct in-house phasizing practical data processing applications. training programs designed to advance the pro. Within these parameters, a balance of program- fessional development of their data processing ming languages has been designed. Students will employees. The technician should be aware, how- learn two programming languages the first year, ever, that only formally organized courses offer BASIC and COBOL, andanadditionaltwo, the advantages provided by systematic arrange- FORTRAN and ASSEMBLY, the second year. ment of subject matter, disciplined and compe- Particular attentionis given during the final tent teaching, and classdiscussions.Further, semester to the coordination of the courses pre- such course work can be scheduled at hours out- sented. Since the subject areas being studied are side the working day. interrelated it is essential that instructors main- Graduate technicians should select courses for tain a continuous exchange of information on the continuing study that will contribute directly to content, progress, and status of their respective their career growth. They may be well-advised to courses. seek educational and career counseling before Because the graduates of any program have making this selection. Continuation or extension responsibilities and interests which extend beyond courses suggested generally for graduates of this their career commitments, communication and program curriculum include the following sub- societal skills also are integrated into the total jects: curriculum. In addition, students may challenge Advanced Accounting each course for credit by taking advanced stand- mathematics ing examinations and thus reduce the total class Business hours needed to complete their program. Basic or advanced administration physical or life Queuing techniques science subjects Suggested Continuing Study Operations research Engineering and and simulation As an element of their courses of instruction, related subjects techniques student technicians should become thoroughly familiar with the concept that computer technol- Cost estimating ogy is characterized by extraordinary growth and Other courses may be considered whenthey change. As a result, they should expect and be are recognized by local industry to be ofpar- alert to the necessity for undertaking additional ticular value. formal courses of study during the course of their careers. Of course, this need can be stated accurately to apply in principle to any career field. Cooperative Vocational It is uniquely pertinent to data processing tech- Education Programs nology where development has been and continues to be marked by an unprecedented rate of An education program for data processing growth and fluidity of application. Technicians technicians is peculiarly adaptable to organized who would progress in this area must broaden classroom and laboratory study in school, com- the base as well as increase the depth of their bined withcarefully planned and coordinated specialization. paid employment experience in the field at ap- The 2-year, postsecondary curriculum must be propriate intervalsinthe curriculum. Thisis designed and implemented to provide students commonly known as cooperative education or a with primary knowledge and skills in preparation cooperative program.

20 Cooperative programs fortechniciansoffer velopedinconcert with the employer's special advantages to the student. Usually, they needs. Under this plan, students return- extend the length of the organized preparatory ingtothe classroom environmentare program, since they are scheduled commonly dur- matched with students rotating to a work ing a summer period or alternately with one or commitment.. Ideally,one student would more semesters. Their principal benefitis that assume the project duties of another stu- they provide real working practice in an environ- dent who then would resume his role in the ment the technician will experience after gradua- school classrooms and laboratory. tion. Cooperative programs make it possible for 3.Supervisory and coordinative staff must be students to use the equipment and perform the provided to plan the program and to visit, processes and services required of their specialty supervise, and counsel the students on the under close supervision and with responsibility job. This work cannot be required of the commensurate with theft capabilities. staffinaddition to a full-time teaching The cooperative experience must be planned program at the school. Close supervision and supervised carefully according to a formal is required to help the students adjust to agreement with the organization where the stu- the work and meet reasonable expectations dent is to work. The agreement provides for a of the employer. The work situation must programmed sequence of duties to be performed be evaluated realistically and never be al- by the student, with supervisory responsibilities lowed to become routineproduction or clearly defined for the educational elements of service work with little or no new experi- the work. ence in the technical specialty; it must be a learning situation as well as an earning Usually two and sometimes three work experi- opportunity. ence projects, interspersed at appropriate times between school study terms, are required to ob- 4.Students should be required to do a lim- tain the best advantage for the student's learn- ited amount of organized study while on ing process. The financial reward for the work the job. Often this is a daily diary of work can help the student meet the cost of a signifi- activity, an account of the week-by-week de- cant part of the educational program. velopment of some technical aspect of the job, or a detailed analysis of the progress Cooperative programs keep the total .;urricu- of some project on which the student is lum up-to-date and realistic because of the neces- working. sarily close relationship with employers, insure an almost automatic and highly effective avenue for 5.The employer's evaluation of students' work graduate placement, and provide motivation for and attitudes must be provided, by agree- students in the form of monetary returns while ment, so thatit may be studied and re- they learn their technical specialty and develop corded with a view to assisting the stu- confidence in their competence on the job. dents, maintaining satisfactory cooperative Some special administrative considerations in relationships with the employer, and intel- cooperative programs are: ligently counseling students in the important elements of success in an employment 1. Employment opportunities must be found situation. with organizations sincerely interested in providing educational work experienceor A cooperative program, planned and supervised the student. Agreements must be negoti- with care, can contribute significantly to the edu- ated for scheduled work, supervision, rates cation of a competent data processing technician. of pay, travel expenses, and performance Scheduled at any appropriate time, but most often evaluation. during the summer months between semesters, 2;Students must beavailableandready work projects are highly variable in their charac- when needed to fit into the employer's or- teristics; each such project is unique. For this ganizationtoperformscheduledwork. reason, it is not feasible to present in this guide When feasible, rotatior schedules involv- detailed course or project outline for a coopera- ing two or more students should be de- tive program. Such programs should be developed

21 in accordance with local circumstances as a gen- from National Commission for Cooperative Edu- eric element of every education program for data cation, 8 West 40th Street, New York,N.Y., processing technicians. 10018. Departments of vocational education in Cooperative programs are growing in number. State governments should be requested for data Information concerning them can be obtained on regional and local cooperative programs.

22 COURSE OUTLINES

The courses which follow will outline the con Itis expected that the experienced instructor tent to be taught in the curriculum. The materials will make liberal use of charts, slides, models, suggested provide practical and attainable cov- samples, and specimens which illustrate special erage of the field. They have been reviewed by technical aspects of the subject. These usually experienced instructors in successful data proc- are accumulated from the experience of previous essing educational programs and by experts rep- laboratory or lecture preparations of the instruc- resenting employers of skilled data processing tor and should be updated regularly when new technicians. developments require it. They are too specific for It is expected that these materials will be modi- any attempt to be made to list them in this sug- fied in some measure. While itis necessary to gested guide. meet varying needs defined by local advisory com- The laboratory sessions suggested in the cur- mittees and to take advantage of the special in- riculum outline and in the course descriptions are terests and capabilities of the teaching staffin not necessarily intended to be a single session any particular institution, the implied level, qual- but, rather, total hours of laboratory per week, to ity, and completeness of the program should not be scheduled in reasonable and effective incre- be compromised. ments. For example, a 6-hour laboratory total per At the end of each course there is a list of week for a course might be scheduled as three text and reference materials that should be ana- 2hour sessions or two 3-hour sessions, or any lyzed for content and pertinency; new and more other division of laboratory time that seems ap- suitable texts and materials should be substituted propriate. when available. The information needed to cover The descriptions of laboratory exercises in this a particular course in technician education, par- guide are only examples which represent models. ticularly the technical specialty courses, is almost They should not be interpreted as the total plan never available in one textbook; hence, the mul- of laboratory work. The instructor is expected to tiple listing of references. They usually should be design laboratory assignments according to the augmented considerably by current materials from needs of the students and the requirements of the manufacturers, trade journals, technicalsocie- material, and make use of current literature and- ties, and suppliers of apparatus and services in other available sources to insure the effectiveness the special field being studied. of laboratory exercises.

23 TechnicalCourses

INTRODUCTION TO COMPUTERS 7. Functions AND PROGRAMMING 8. Arrays a. One-dimensional arrays b. Two-dimensional arrays Hours Per Week B. Laboratory Class, 3; laboratory, 2 1. Tour of the computer facilit. This should not be a walk-through tour by the entire Description class.Studentsshouldbeinsmall This course is intended to be the first course in groups so that all can observe the opera- the date processing curriculum, and no prior tion and function of each major hard- knowledge of computers or programming is as ware item in the facility. sumed. The programming language, preferably 2. Flow charting. Practice flow charting sim- BASIC or FORTRAN, and flow charting are intro- ple algorithms, such as printing out the duced at the beginning of the course so that the even integers from 0 to 100 or reading student will have a better idea of what a computer deck of cards and printing out their does before investigating how it functions. Ap- content. Good flow-charting techniques proximately half of the lectures and nearlyall are to be stressed, and the correct use of the laboratory sessions are devoted to proof flow-charting symbols should be de- gramming and flow charting. Programming as- veloped. signments in the laboratory will run concurrently 3. The first program. Flow chart and write with other fundamental topics such as historical a program that will perform a simple development of computers, typicalpresent-day conversion table such as to convert Fah- hardware, and software and computer applica- renheit temperatures 12 through 212 tions. degrees to centigrade equivalents at in- tervals of 10 degrees. 4. Simple I/O. Flow chart and write a pro- Major Divisions Hours Class Laboratory gram that will accept numbers from the I. Introduction to terminal or card reader and print out Programming 24 *30 the number, its square root, square, and II. Computers Past and cube. Present 18 2 5. Conditional statements. Flow chart and III. Applications and Trends 6 0 write a program that will calculate wages, given rate and time worked. Allow "time- 48 Total 32 and-a-half" for overtime. *Note: Laboratory assignments from major divi- 6. Simple loops. Rewrite the program de- sion I extend throughout the course. scribedin paragraph 3 or modify the program described in 5 to make use of I.Introduction to Programming loopinstructions (FOR and NEXT in A. Units of instruction BASIC or DO in FORTRAN). 1.Introduction and overview 7. Loops with decisions. Flow chart and 2. Algorithms and flow charts write a program to find the greatest 3. Elements of the language common divisor of two integers. 4. Simple programs 8. Variable loops. Flow chart and write a a. Conversion program to calculate compound interest, b. Simple input and output given the deposit, rate of interest, and 5. Conditional statements the time. 6. Loops 9. Nested loops. Flow chart and write a pro- a. Simple loops gram toprintout themultiplication b. Variable loops tables1 x 1 through 10 x 10, using c. Nested loops nested loops.

24 10. One-dimensional arrays. Flow chart and (1) Main memory write a program to assign values to the (2) Arithmetic and logic unit elementsina one-dimensional array, (3) Control unit and print out the result. Example: store (4) I/O unit the first 20 numbers of the Fibonacci b.I/O devices sequence, and print them out. 5. Addressing 11. A closer look et computer operations. 6. Machine languages and assemblers At any time after the laboratory tour, the 7. Higher level languages students should be assigned on an indi- B. Laboratory vidual "to be arranged" (TBA) basis to Practiceusingbinary and hexadecimal spend one or two hours observing and arithmetic; practice converting from one assisting an operator during a regular number base to another. operation shift. Students should be al- Ill.AppliCations and Trends lowed to step through the running of A. Applications in business one oftheirrespective programsin B. Applications in science order to reinforce this process in their C. Tr:00 \-1, information processing own minds. 1. In-hoiise system 12. Two-dimensional arrays. Flow chart and 2. Time sharing write a program to assign values to the 3. Service bureau elements of a two-dimensional array, and D. Trends in programming languages pririt them out. E. Jobs in information processing II. Computers Past and Present Texts and References A. Units of instruction 1. History of computing machines BARTEE, Digital Computer Fundamentals. BOYES, SHIELDS AND GREENWELL. Introduction to Flectronic 2. History of electronic computers Computing: A Management Approach. 3. Numbering system FORSYTHE, KEENAN, ORGANICK, STENBERG. Computer a. Binary Science: A First Course. b. Hexadecimal GERALD. Computers and the Art of Computation. SPENCER. A Guide to BASIC Programming: A Time- 4. Computer organization Sharing Language. a. Central processor STERLING AND POLLACK. Computing and Computer Science.

25 SURVEY OF COMPUTER SCIENCE 6. The computer as the military/scientific establishment 7. 2001: the computer as a travelling Hours Per Week companion Independent study, 2 8. How the opposition sees man II. Computers and Their Uses Description A. Social value of intelligent machines This readings course supplements Introduction B. Evolution of data processing to Computers and Programming by providing a 1. Organization and functions of the broad view of th.c., computer and its applications. computer The material presented is chosen to encourage 2. Representation of information beginning students to evaluate their own career 3. Machine logic goals and to plan their future studies. A selected 4. Algebra of automata reading listis assigned for independent study. 5. Elements of programming Students are expected to present their reactions 6. Magnetic tape operations in written reports, in individual conferences with 7. Programming techniques the instructor, and in oral presentations and dis- C. Symbols of human striving cussions with the class. There are no lectures 1. Conquest of the physical universe and no laboratory assignments. See table 2 for a 2. Real-time data processing suggested weekly program. 3. Multiprogramming for real-time system 4. Time-sharing systems Major Divisions Class D. Man-machine communications Hours 1. Computerization in the universities I. The Digital Villain 8 2. Role of computers in the just society 3. Theory of automata II. Computers andTheir Uses 8 4. Intelligence in the cosmos III. Expanding Useof Computers in the 70's:Markets, III. Expanding Use of Computers in the 70's: Needs, Technology . 8 Markets, Needs, Technology IV. Computers andSociety 8 A. Introduction and overview B. Emerging requirements: what the user Total 32 thinks he needs C. Creating new markets: the expanding role I. The Digital Villian of marketing A. A view from within: the golden bit D. The picture overseas 1. Needs 1. The semantics of computer science 2. Technology 2. Computer pre-history 3. Approach 3. Turing's mini super-computer E. Special new markets 4. The road to bitsville 5. The golden bit IV. Computers and Society 6. Games computers play A. Why study computers? 7. Playing the games B. What are computers? 8. Artificial intelligence and intelligent C. What is their influence on society? D. How can we control them? . artifice E. What about the future? B. A view from without: the digital villain 1. Man as a machine Texts and References 2. Man vs. machine-the last victory 3. The computer as an espionage agent BAER. The Digital Villain. 4. The computer as a lover DESMONDS. Computers and Their Uses. GRUENBERGER. Expanding Use of Computers in the 70's: 5. The computer as a sportsman, a Markets, Needs, Technology. moralist, and a writer ROTHMAN AND MOSMANN. Computers and Society.

26 Table 2. Survey of Computer Science, Weekly Program studentsGroups of wk.1st 2ndwk. wk.3rd wk.4th wk.5th (No formal classes scheduled)wk.6th wk.7th wk.8th wk.9th 10thwk. 11thwk. 12thwk. 13thwk. 14thwk. 15thwk. 16thwk. objectivestheintroductionGeneral nature andof to membership,trackassignmentcourse,the readings random of andassignmentsreadingpresentationand books of Track 1 ' ' SocietyComputersWritten report and on ' * tionTheGroup to classDigital presenta- on Villain TheirComputersinstructorconferenceIndividual Uses on andwith theofgroup ComputersofDiscussion 70's Expanding members amongin Use Track 2 * ' ThemembersamongDiscussion Digital group of Villain . WrittenTheirComputers reportUses andon " SocietyclassComputerspresentationGroup on and to ' ' ComputersExpandinginstructorconferenceIndividual on Use inwith the of books;summarizeGeneralcourse,meetings exam class review to if Track 3 classpresentationGroup on to ' conferenceIndividual with ofGroup Computers discussion and ' ' Written70'sComputersExpanding report Useinon the of desirable Track 4 . IndividualTheirComputers Uses and GroupTheinstructor discussionDigital on Villain rWrittenSociety report on Group70's SocietyinstructionconferenceComputers on with and Theirof Computers Uses and ' The Digital Villain ' 70'sclassComputersExpandingpresentation on Usein to the of COMPUTER OPERATIONS A. Units of instruction 1. Central processing unit 2. I/O devices Hours Per Week 3. Stored program concepts Class, 1; laboratory, 2 4. Programming languages 5. Operating system B. Laboratory Projects Description Demonstrate the individual hardware This course follows Introductibn to Computers items in the computer center. and Programming and offers hands-on experience III. The Operator and the Computer System to provide the student with a practical under- A. Units of instruction standing of a computer system., Operating con- 1. Introduction to operation cepts are covered in the classroom, and time in 2. Role of the operator the computer center is structured to emphasize 3. Reader, punch, printer the development of specific skills and a general 4. Tape drives knowledge of sound operating procedures.Itis 5. Direct access devices suggested that laboratory time be scheduled so 6. CPU and console typewriter that only a few students are in the center at one B. Laboratory Projects time. Whenever possible, each student should Observe and assist the operator, singly or be assigned as an apprentice to a site operator. in small groups. IV. System Procedures A. Units of instruction Major Divisions Hours 1. IPL procedures Class Laboratory 2. LUB and PUB I. Computer Concepts 3 1 3. Job control 4. Batch jobs 11. Computer Devices and 5. Multiprogramming Operations Concepts . . 3 1 B. Laboratory Projects III. The Operator and the Continue assisting the operator; prepare Computer System 2 6 the JCL for simple jobs, and run the jobs. IV. System Procedures 4 12 V. Operating System Techniques V. Operating System A. Units of instruction Techniques 4 12 1. DOS run procedure Total 16 32 2. Linkage editor 3. OS run procedure 4. Utilities I.Computer Concepts 5. Job streams A. Units of instruction 6. POWER 1. Basic operational concepts B. Laboratory Projects 2. Data recording media The student runs typical jobs under the 3 Storage supervision of regular operators and con- B. Laboratory Projects tinues to observe and assist in the com- Observe operations in the computer puter center. center. II. Computer Devices and Operations Concepts Texts and References 3Although the IBM System/360 was in use for the design and testing of this course, the course outline can he Text and reference material consists of manufacturers' used as a guide in preparing instructional material for use manuals on operation of the equipment with w'nich train- with other computer systems. ing is conducted.

28 INTRODUCTION TO BUSINESS d. Numeric literals e. Non-numeric literals LANGUAGE PROGRAMMING B. Laboratory Hours Per Week 1. Solve the following: a. Decimal to hexadecimal conversion Class, 3; laboratory, 2 b. Hexadecimal to decimal conversion c. Addition of hexadecimal numbers Description d. Subtraction of hexadecimal numbers This course is designed to improve the students' 2. Construct a flow chart to solve a flow-charting ability and to introduce them to the problem. COBAL language. By solving business-oriented 3. Study a list of COBOL words. problems assigned to them, the students are ex- II.Identification Division pected to develop the capability to use the COBAL. A. Units of instruction language without difficulty in writing programs to a. Program ID process card, tape, and sequential disk files. b. Author c.Installation Major Divisions Hours d. Date written Class Laboratory e. Date compiled I. Review of Hexadecimal f.Security and Flow Charting 3 1 g. Remarks II. Identification Division 1 1 B. Laboratory III. Environment Division 2 1 Write and punch the identification division IV. Data Division File for a card-to-printer inventory report. The Section 6 3 deck should be retained for later use. V. Data Division III.Environment Division Working- Storage A. Units of instruction Section 7 3 1. Configuration section VI. Procedure Division 6 3 a. Source-computer b. Object-computer VII. Job Control Language 2 1 2. I/O section VIII. COBOL Diagnostics and 3.File control Debugging Features . 3 3 a. Select statement IX. Business Applications and b. Assign Additional COBOL c. Access Specifications 18 16 4. I/O control Total 48 32 Apply statement B. Laboratory I. Review of Hexadecimal and Row Charting Write and punch the environment division A. Units of instruction for a card-toprinter inventory listing. Re- 1. Hexadecimal numbering system tain the deck for use at a later date. a. Explanation and concept IV. Data DivisionFile Section b. Decimal to hexadecimal conversion A. Units of instruction c. Hexadecimal to decimal conversion 1.File description entry ri Addition of hexadecimal numbers a. FD e. Subtraction of hexadecimal numbers b. Recording mode 2. Flow charting c. Label records clause Review d. Data record clause 3. General explanation of the COBOL 2. Level numbers language a..01 a. Overview b. 02.49 b. COBOL coding sheet 3. Assignment of data names c. Reserved words 4. Picture clause

29 5. Types of data-usage clause 4. Sequence control a. External decimal or zoned decimal a. Stop b. Packed decimalcomputational-3 b. Go to c. Binarycomputational c. Simple perform d. Floating pointcomputational-1 B. Laboratory and -2 Using the flow chart written during the first B. Laboratory week and the information furnished thus Write and punch the file section for the far, write and punch the procedure division inventory program started. The following for the inventory problem. Retain the deck fields will be in each data card: item num and coding sheets for later use. ber, quantity on hand, quantity on order, Job Control Language and quantity requested. (All quantity fields A. Units of instruction will be usedincalculation.) Retain the 1. Job statement deck for iater use. 2. Option statement V. Data DivisionWorking-Storage Section a. Link A. Units of instruction b. List 1. Level 77 entries c. Log a. Explanation d. Listx b. Format e. Sym f.Dump c. Value clause 2. 01 record description entries and 3. Exec COBOL 4. Exec LNKTST subsequent levels 3. Report items and editing 5. Exec LNKEDT a. Fixed symbols 6. Exec b. Floating symbols 7. Miscellaneous JCL 4. Level 88 entries B. Laboratory Prepare all JCL necessary to compile the B. Laboratory inventory program. Combine all previous Write and punch the entire working-storage decks into a single program ready for com- section, including 77's, and print lines for pilation; do not submit deck for a program the inventory program. Allow for details for assembly at this time. all quantity fields, and calculate the total number that should be in stock after all . COBOLDiagnostics and Debugging Features orders have been received and filled. Use A. Units of instruction the formula: quantity on hand + quantity 1. Explanation of diagnostics on order = quantity requested. Retain the 2. Types of diagnostics deck for later use. 3. Debugging statements 3.Trace VI. Procedure Division b. On (count) A. Units of instruction c. Exhibit 1. I/O statements d. Display a. Open 4. Procedure map b. Close B. Laboratory c. Read Submit the inventory program for compila- d. Write tion; make whatever corrections are neces- 2. Data manipulation and arithmetic sary until program executes correctly. statements Business Application and Additional COBOL a. Move (all options) Specifications b. Add A. Units of instruction c. Subtract 1. Additional data division entries 3. Conditional expressions and statements a. Block contains a. Overflow test b. Record contains b. IF c. Redefines

30 d. Occurs b. Write a COBOL program to list the e. Blank when zero file. 2. Additional procedure division entries 3. Write, punch, and execute a COBOL a. Rewrite program to produce a cash transaction b. Accept report, using tape input. Input will be in c. Display ascending sequence by account num- d. Multiply ber by date. Take control totals by ac e. Divide count number and date. f.Compute g. Relation test 4. Write, punch, and execute a COBOL h. Sign test program that will produce an updated i.Class test master file using two disk files (mas- j.Condition test ter and detail) as input. If the master k. Go todepending and detail account numbers match, up- I. Nested performs date the master accordingly. If a master m. Exit recordhas no matchingdetails,it n. Note should be retained. If a detail has no 3. Additional job control language matching master, create a new master a. Assgn from the first detail, and update it with b. TIbl any subsequent matching details. c.Dlbl 5. Complete the processes: d. Extent a. Write, punch, and execute a COBOL B. Laboratory program that will use as input the 1. Write, punch, and execute a COBOL pro disk file built previously, and write gram to produce apayrollregister selected records to tape. using card input. Input cards will con- b.List the entire tapefileon the tain the week number, employee name printer. and number, tax class, YTD gross, YDT FIT, QTR FICA, and gross pay. Calculate FICA and FIT, using appropriate formu Texts and References las. Accumulate totals for all significant Appropriate hardware manufacturers' manuals may be amounts. required for teaching and reference use in addition to 2. Complete the processes: materials that can be selected from the publications sug- a. Write, punch, and execute a COBOL gested below or from other sources. CASHMAN. Introduction to Computer Programming program to build a sequential disk System/360 COBOL. file from card input. STERN/STERN. COBOL Programming.

31 ADVANCED BUSINESS LANGUAGE 3. ISAM and COBOL statements a. Select PROGRAMMING b. Organization c. Random access Hours Per Week d. Sequential access Class, 3; laboratory, 2 e. Reserve clause f.Record key Description g. Symbolic key 4. Job control for ISAM files This course, designed as a continuation of intro- a. LBLTYP duction to Business Language Programming, b. Multiple EXTENT(s) utilizes more advanced concepts of COBOL, in- B. Laboratory cluding table handling, linking programs, report 1. Write and execute a COBOL program writer, the internal sort, and direct access file to retrieve selected records randomly handling. Students willbe assigned numerous from an 1SAM file. business-oriented problems, each requiring one 2. Write and execute three COBOL pro- or more programs. grams: a. Build an ISAM file. Major Divisions Hours b. Add records to the ISAM file. Class Laboratory c.List the the.

I. Review of Basic Concepts . 1 0 III. Table Handling, Linking Programs, and Ad-

II. Indexed Sequential Files . 8 5 ditional Verbs III. Table Handling, Linking A. Units of instruction Programs, and 1. Two-dimensional tables Additional Verbs 8 4 2. Three-dimensional tables IV. System and Private 3. Additional verbs for handling tables Libraries 4 3 a. Perform/varying V. Introduction to t.. Go todepending American National c. Exit Standard COBOL 6 0 d. Nested performs

VI. Report Writer Feature . .. .12 10 4. Linking programs

VII.The Cobol Sort . . . . 4 a. Enter linkage VIII. Additional Problem b.Call Assignments 1 6 c. Enter COBOL B. Laboratory Total 48 32 1. Write and execute a COBOL program I.Review of Basic Concepts that will link to the supplied ALC pro- A. Hexadecimal numbering system gram and produce a payrollregister. B. Sequential file processing Card input will contain social security 1. Unit-record devices number, name, number of dependents, 2. Utility devices marital status, gross pay, YTD FICA, Ii.Indexed Sequential Files and YTD gross. A. Units of instruction 2. Using a three-dimensional table,ac- 1. Concepts cumulate enrollment figures, and pro- a. Theory duce an enrollment report. Each input b. Need card contains data on 16 students. Pro- c. Applications duce a report by grade, by year, and 2. Components by sex. a. Main data area IV. System and Private Libraries b. Index area A. Units of instruction c. Cylinder overflow area 1. Source statement library d. Independent overflow area a. Theory

32 b. Uses VI. Report Writer Feature c. Exec maint A. Units of instruction d; Catals C bookname 1. Concepts e. Bkend 2. Data Division considerations f.Copy 'bookname' a. RD 2. Core image library b. Controls a. Theory c. Page b. Uses d. Line c. Option catal e. Next group d. Phase progname, S + 0 f.Type e. Exec progname g. Column B. Laboratory and Semester Assignment h, Group Design and program a complete disk-ori- i.Reset ented payroll system that will accommo- j.Source date changes, additions, time cards, and k. Sum other such data. Produce monthly a list of 3. Procedure additions, a list of changes, a payroll regis- a.Initiate ter, and payroll checks. After testing each b. Generate program, it should be catalogued in the c. Terminate core image library and thereafter executed d. Use before reporting withcallcards.Allrecorddescriptions e.Declaratives should be catalogued in the source state- B. Laboratory ment library. Six months of data will be 1. Using report writer,writea COBOL run against the file. This work is to be program to produce a simple inventory completed one week prior to the final listing. examination. 2. Using report writer,writea COBOL V. Introduction to American National Standard program to produce a contributions re- COBOL port, by department. A. Special registers 3. Using report writer,write a COBOL 1. Tally program to produce a cash transactions 2. Current date report using tape input. Input will be 3. Time-of-day in ascending sequence by account num- 4. Com-reg ber by date. Take control totals by account number by date. B. Identification Division 1.ID division VII. The COBOL SORT 2. Date compiled A. Units of instruction C. Environment division 1. Environment division 1.Special names Select statement 2. Select statement 2. Data division D. Data division SD entry 1.Pic 3. Procedure division 2. Just a. SORT 3. Editing b. Ascending/descending 4. Comp, comp-3 c..Input procedure d. Output procedure E. Procedure division e. Release 1. Implied operands f.Return 2. Examine . .. tallying 3. Start B. Laboratory 4. Write ... advancing Write a COBOL program to build ase- 5. Write ... positioning quential disk file using card input, Then,

33 using the COBOL SORT, sort the file into Texts and References zipcode sequence,and,usingreport writer, produce an address listing. Appropriate hardware manufacturers' manuals may be required for teaching and reference use in addition to VIII. Additional Problem Assignments materials that can be selected from the publications suggested bolow or from other sources. Laboratory BERNARD. System/360 COBOL. 1. Write a COBOL program toreverse CASHMAN. Introduction to Computer Programming names. For example, John R. Smith System/360 COBOL. should appear as Smith, John R. FEINGOLD. Fundamentals of COBOL Programming. McCAMERON. COBOL Logic and Programming. 2. Write a single COBOL program to build McCaAcKEN. A Guide to COBOL Programming. a sequential disk file, to sort it into a MURRILL AND SMITH. An Introduction to COBOL Programming. different sequence, and, using report SFITZBARTH. Basic COBOL Programming. writer, to produce an inventory listing. STERN AND STERN. COBOL Programming.

34 INTRODUCTION TO ASSEMBLY a. Decimal b. Binary LANGUAGE PROGRAMMING c. Hexadecimal 2. Subsystems of a stored-program Hours Per Week computer Class, 3; laboratory, 3 a. Central processing unit 1. Main storage Description 2. Arithmetic and logic unit 3. Control This course is intended as a first course in as- b. Input sembly language programming. However, the stu- c. Output dent is expected to have completed an introduc- d. Operating system tory programming course or to have acquired 3. Representation of information equivalent experience prior to taking this course. a. Storage structure The IBM System,360 DOS assembler will be used.' 1. Binary form The basic assembly language set will be studied 2. Boundarieshalf, full, and in detail, but I/O will be restricted to logical level double word card input and printer output. 3. Register storage b. Representation of binary integers Major Divisions Hours c. Representation of characters Class Laboratory d. Packed decimal representation 1. Review of IBM S/360 e. Floating-point representation Structure 3 2 B. Laboratory II. Introduction to IBM S/360 1. Number conversions Machine and Assembly a. Decimal to binary Language 3 2 b. Binary to decimal III. Information Move c. Decimal to hexadecimal Instructions 3 3 d. Hexadecimal to decimal IV. Binary Integer Arithmetic 3 3 e. Binary to hexadecimal V. Program Setup and Data f.Hexadecimal to binary Definition 7 8 2. Represent negative binary integers in VI. Transfer to Control 6 8 complement form VII. Debugging 3 3. Character conversions VIII. Byte and Bit Manipulation 8 8 4. Convert from zoned decimal to packed IX. Decimal Instructions 6 10 decimal and packed to zoned X. Translate and Execute II.Introduction to IBM S/360 Machine and Instructions 2 2 Assembly Language XI. Program Status Word, Interrupts, and A. Units of instruction I/O Structure 4 1 1. 13M S/360 machine language a. Basics Total 48 48 b. Operand addressing 1. Representation I.Review of IBM S/360 Structure 2. Rationale A. Units of instruction c,Instruction formats 1. Number systems and conversions 1. Operation code 2. Operand fields Since the characteristics of different computer systems vary considerably, course material dealing with assembly 3. Examples: language programming must be identifiedspecifically RR RX RS SI SS with the system on which it is to be used. Although the 2. IBM S/360 assembly language IBM System/360 was in use for the design and testing of a. Basics this course, the course outline can be used as a guide in preparing instructional material for use with other com- b. Format of program puter systems. c. Example of program

35 1. Program b. Store 1(5T, STH, STM)) 2. Assembly 5. Storage to storage 3, Loading 6. The LA instruction 4. Execution B. Laboratory d. Addressing of operands 1. Given the contents of registers and 1. Symbols storage locations involved, show the re- 2. Self-defining terms sult of each of the given instructions. 3. Literals Example: 4. Location counter Given: Register 1 00000027 5. Absolute and relocatable terms Register 2 000000A8 6. Expressions Instruction: LR 1,2 7. Spe :ifying operands in Result: Register 1 000000A8 instructions Register 2 000000A8 B. Laboratory 2. Distinguish among the effects of the 1. Computeeffectiveaddresses,given following instructions: base register contents, displacement, L 6,7 and index register contents, if any. L 6,0(7) 2. Given a list of assembler language ex- LR 6,7 pressions and an indication of whether LA 6,7 a symbol is absolute or relocatable, de- LA 6,0(7) termine which expressions are valid. IV. Binary Integer Arithmetic Of those that are valid, indicate wheth- A. Units of instruction er they are absolute or relocatable. 1. Add and subtract 3. Given alistof assembler language 2. Multiplication statements, the type of statements, and a. Specifications of instructions an indication .of whether a symbol is b. Detailed logic of the process absolute or relocatable, indicate which c. Example statements are valid. d. Half-word instruction III.f;iformation Move Instructions 3. Division a. Specifications of instructions A. Units of instruction b. Detailed logic of the process 1. Basics c. Example 2.Symbolic notation B. Laboratory a.R1, R2, or R-register of first, second or third operand 1. Given the contents of registers and storage locations involved, show th3 re- b.c(R1)-contents of register 51 or S2- location in main storage sults of each of the given instructions. c. 2. Write program segments to perform d.c(52)-contents of main storage assigned arithmetic. location Example: compute X as B-5. e.c(R1)8-31 of c(S1)0.r--subscript refers to particular bits V. Program Setup and Data Definition f.I2-immediate byte of data of SI A. Units of instruction instruction 1. The BR and BALR instructions g.4- act of placement 2. Base register setup h. Example a. The USING pseudo-operation R1 4- c(R2) indicates placement b. The USING, BALR pair of the contents of the second op- c.Relocatability erand register in the first operand 3. Conversions register. a. Zoned (EBC DIC) to packed decimal 3. Register to register (LR, LCR, LPR, and b. Packed decimal to binary LNR) c.Binary to packed decimal 4. Between registers and main storage d. Packed decimal to zoned (EBC DIC) a. Load f(L, LH, LM)) 4. Definition of constants

36 a. Duplication factor arithmetic, compare logic, conditional b. Modifiers branching, instruction modification, and c. Type and value of constant address modification. d. Alignment 2. Require a flow chart of the logic. e. Padding and truncation VII. Debugging 5. The DS and EQU instructions A. Units of instruction 6. Assembler control statements 1. Exceptions and interrupts-types and a. START causes b. TITLE 2. Dumps c. ORG a. Indicative d. LTORG b. More complete e. END c.Partial f.Comments card 3. Error messages 7. DOS job control for program run 4. Advance preparation 8. DTF specifications 5. Trace features B. Laboratory 6. Suggested techniques 1.Distribute and discuss an example of B. Laboratory an assembly language program that is Distribute and explain an example of a run on the system and is to be used dump. in the course. VIII. Byte and Bit Manipulation 2. Assign the first program to the stu- A. Units of instruction dents. The problem should not include 1. Byte manipulation sophisticated logic, but should empha- a. Movement of data size card input, printed output, simple b. Compares processing, and program setup. c. Examples 3. Require a flow chart of the logic. (1) Searching for a name VI. Transfer of Control (2) Character replacement A. Units of instruction (3) Counting digits 1. Transfer (4) Generating a symbol table a. Program status word 2. Bit manipulation b. Condition code a. Logical arithmetic instructions c. Compare instructions b. Shift instructions d. The BC and BCR instructions 1. Logical-single and double e. Extended mnemonies 2. Arithmetic-single and double f.Example c.Logical AND and OR instructions 2. Looping 1. Functions a. Structure of loop 2. Implementation on S/360 (1) Body B. Laboratory (2) Initialization 1. Assign the third program. Bit and byte (3) Incrementation manipulation are emphasized. The con- (4) Exit cepts included are building an array in (5) Example memory, changing the order of the ele- b. Programming a loop mentsinthearray(sorting),and 3. Address modification searching through the array for specific a. Changing and testing contents of a information. base register 2. Require a flow chart of the logic. b. Use of index registers IX. Decimal Instructions 4. The BXH and BXLE instructions A. Units of instruction 5. The BCT and I;CTR instructions 1. Packed decimal representations B. Laboratory 2. General structure of instructions 1. Assign the second program. This pro- 3. Add, subtract, and compare gram should make use of fixed-point instructions

37 4. Moving a packed decimal field 2. Interrupt handling 5. Multiply and divide instructions 3. Input and output 6. Exceptions a. Basic structure 7. Edit instructions b. Instructions B. Laboratory c. Status of the system 1. Assign the fourth program. This pro- d. Channel programming gram should emphasize the decimal e. Interrupts and the channel status instruction set. Computations should be word done in packed decimal, and results B. Laboratory should be edited. Discussion of information presented 2. Require a flow chart of the logic. X. Translate and Execute Instructions Texts and References A. Units of instruction Since an IBM System/360 was in use for the design and 1. Translate instructions testing of this course outline, suggested teaching and ref- 2. Execute instructions erence materials listed below are related to that system. Manufacurers' manuals and other systems-oriented ma- B. Laboratory terials must be selected specifically for the equipment In Assign program segments that utilize the use when such courses are designed. instructions. CASHMAN AND SHELLY. Introduction to Computer Xl. Program Status Word, Interrupts, and Programming IBM System/360 Assembler Language. CHAPIN. 360 Programming in Assembly Language. I/O Structure FLORES. Assemblers and BAL. A Units of instruction IBM. IBM System/360 DOS Assembler Programming. 1. Program status word IBM. IBM System/360 Principles of Operation. a. Functions IBM. IBM System/360 System Summary. KAPUR. IBM 360 Assembler Language Programming. b. Instructions for manipulating the STRUBLE. Assembler Language Programming: The IBM PSW System/360.

38 SYSTEMS ANALYSIS B. Laboratory Discuss and locate various types of Hours Per Week organization structures. II.Identification Codes Class, 3; laboratory, 3 A. Units of instruction 1. Purposes of codes Description 2. Types of codes 3. Development of meaningful codes This course is designed as the first course 4. Field size determination in systems analysis for data processing majors B. Laboratory and will introduce the student to systems termi- Develop codes to satisfy several given nology and to analytical techniques. Topics such situations. as coding, file organization, system design, cost Forms-Input and Output analysis, and design pitfalls are discussed. A. Units of instruction 1. Developmentof forms to meet the Major Divisions Hours objectives Class Laboratory 2. Management of forms I. Systems Objectives and 3. Review of forms and Organizational 4. Devices available for input and output Structure 1.5 1.0 B. Laboratory II. Identification Codes . . . 3.0 2.0 Construct forms to satisfy specific cases. III. Forms-Input and Files and Records Output 3.0 1.0 A. Units of instruction IV. Files and Records 3.0 2.0 1. Composition of files V. Understanding the 2., File access methods Present System 3.0 0.0 3. Storage media available VI. Decision Logic Tables .. 4.5 6.0 4.File maintenance procedures VII. System Design 3.0 0.0 5. Record and block size determination VIII. System Documentation 6.File protection Techniques 1.5 2.0 B. Laboratory IX. Benefits and Cost Conduct exercises in file media selection Analysis 1.5 2.0 and file development. X. System Selection 3.0 2.0 Understanding the Present System Xl. Selling the Proposed A. Techniques of studying the present system System 1.5 0.0 B. Documentation to be studied XII. Installation 3.0 0.0 C. Identification of areas on which to XIII. System Study concentrate Techniques 1.5 2.0 D. Interview and observation techniques XIV. Pitfalls and Barriers . 1.5 0.0 Decision Logic Tables XV. Project 13.5 12.0 A. Units of instruction Total 48.0 32.0 1. Uses of decision logic tables 2. Types of decision logic tables I. Systems Objectives and Organizational 3. Construction of a decision logic table Structure from: A. Units of instruction a. Narrative 1. Broad objectives b. Flow chart 2. Source of revenue B. Laboratory 3. Role and structure of organization Practice developing decision logic tables chart from narratives and flow charts; interpret 4. Relation of system to external prepared decision iogic tables. influences .System Design 5. Organization of a system department A. Appraisal of present system

39 B. Selection of areas for modification E. Evaluation of a new system C. New system design approaches XIII. System Study Techniques VIII. System Documentation Techniques A. Units of instruction A. Units of instruction 1. Solving data transmission problems 1. Use of varying degrees of detail 2. Use of: documentation a. PERT 2. Advantage of charting b. Return on investment B. Laboratory c. Simulation Develop numerous types of documentation d. Sampling IX.Benefits and Cost Analysis e. Work simplication A. Units of instruction f.Work measurement 1. Methods of cost analysis B. Laboratory 2. Forecasting benefits to be derived Perform exercises in the use of PERT and B. Laboratory in using return of investments techniques. Perform an exercise to develop skill in XIV. Pitfalls and Barriers preparing a cost analysis. A. Missing management endorsement X. System Selection B. Failure to communicate A. Units of instruction C. Elusiveness of benefits to be derived 1. Use of projections D. Resistance to change 2. Methods of performing system E. Outside factors comparisons XV. Project 3. Techniques to minimize compromises A. Units of instruction for the proposed system 1. Introduction 4. Consideration of intangible benefits 2. Development 5. Final selection 3. Presentation of results B. Laboratory B. Laboratory Practice techniques of systems compari- Conduct a case study that develops all of son;identifypitfallswithin the various the information presented in the course methods. and provides an opportunity to practice Xl. Selling the Proposed System the techniques studied. Students must con- A. Collection of solutions to proposed sider forms, files, hardware capabilities, problems cost analysis, and other problems asso- B. Use of visual and audio aids ciated with a system analyst's work. C. Techniques of presenting the proposed system Texts and References XII.Installation A. Personnel selection and training GLAMS, ET AL. Management Systems. KANTOR. Computer and the Executive. B. Provision for the displaced employee Lon-. Basic Systems Analysis. C. Preparation of the physical plant NADLER. Work Systems Design: IDEALS Concept. D. Feasibility of parallel mode OPTNER. Systems Analysis for Business Management.

40 ADVANCED ASSEMBLY LANGUAGE 2. A closer look at the assembler a. Coding conventions of the assembler PROGRAMMING b. The language structure c. Terms and expressions Hours Per Week d. Addressing Class, 3; laboratory, 2 3. Review of the instruction set a. Fixed-point arithmetic instructions b. Decimal arithmetic instructions Description c. Logical operations instructions This course follows Introduction to Assembly d. Branching instructions Language Programming. Itis assumed that the 4. Reading and using core dumps students have become reasonably proficientin B. Laboratory writing the basic assembly instructions and that 1. Practice coding short routines and pro- their knowledge of the operating system is limited gram segments torefresh and rein- to handling card input and printer output. The forceunderstandingofthe various intentisto provide a thorough study of IBM types of instructions. System/3605 standard and decimal instruction 2. Write a complete assembler program, sets, DOS assembler specifications, DOS Logical to be assigned by the instructor, that and Physical IOCS, and macro coding techniques will test student skill in using the vari- and the application of these techniques oinpro- ous types of instruction. I/O should be cessing sequential and indexed sequential files. restricted to card input and printer out- Separately assembled subroutines will be studied, put in order to focus attention on the written, and incorporatedintothe application basic instructions. programs. Particular attentionwillbe given to II.Sequential File Processing assisting the student to achieve a sound under- A. Units of instruction standing of the assembler function. 1. Tape processing a. Physical considerations Major Divisions Hours b. Optimum blocking guidelines Class Laboratory c. Labeling conventions 2. Sequential disk processing I. Overview and Review . . . .12 8 a. Physical considerations II. Sequential File b. Optimum blocking guidelines Processing 3 2 c. Labeling conventions and the VTOC III. Linkage and Use of Separately Assembled 3. Programming considerations Subroutines 6 4 a. Logical IOCS b. I/O macros IV. Macro Writing and Use 9 6 c. V. Indexed Sequential File creation and use File Processing 6 4 B. Laboratory Sequential File Processing 3 Write a program which will create a sequential employee wage history file. This VI. Physical Level I/O 6 4 VII. Overlays 6 4 file will be used in the programming assignments of the next two units of instruc- Total 48 32 tion. Input is from cards, two cards per employee, and contains name, social se- I.Overview and Review curity number, employee number, number A. Units of instruction of dependents, and total wages for each 1. The hardware system month. a. Design considerations Ill.Linkage and Use of Separately Assembled b. Performance characteristics Subroutines c. Machine instruction formats and A. Units of instruction uses 1. Basic concepts 5 /bid. a. Advantages and when to use

41 b. The physical relationship between a random number generator macro. If the main program and the subrou- the assembler has the conditional as- tine sembly feature, its use should be re- c. Role of the software linkage program quired in the assignment. 2. Programming considerations V. Indexed Sequential File Processing a. Providing for external addresses A.Units of instruction b. Responsibilities of calling program 1.File organization c.Responsibilities of the called a. Software conventions program of subroutine b. Choice of index d. Preset calling conventions of c. Blocking and density factors COBOL or FORTRAN d. Updating and reorganization 2. Programming considerations B. Laboratory Write a program that will read the em- a. Survey of the indexed sequential ployee wage history file (paragraph II) and macros will pass the total wages and other per- b. Creating the file tinent data to a sub-routine that will cal- c. Accessing and maintaining the file culate and return the employee's income B.Laboratory tax. Then, have the main program prilt 1. Use the sequential wage historyfile a wage-tax report. (paragraphII) as input, and recreate the file as indexed sequential, using IV. Macro Writing and Use the employee number as the key. A. Units of instruction 2. Modify the tax calculation program to 1. A macro look at macros read the I.S. file by key, and calculate a. Advantages and general use the taxes only of those whose keys are b. Macro vs. subroutine, which to use entered. c. Cataloging and calling macros Vi.Physical Level I/O 2. A micro look at macros A. Units of instruction a. Assembler conventions for writing 1. Comparison of physical and macros logical I/O b. Defining the macro 2. Physical level macros c. Different types of macros a. CCB IV. Macro Writing and Use b. CCW c. The others A. Units of instruction 3. Physical I/O techniques 1. A macro look at macros a. Some basic examples a. Advantages and general use b. Command and data chaining b. Macro vs. subroutine, which to use c. Error recovery c. Cataloging and calling macros B. Laboratory 2. A micro look at macros Write a program using allphysical I/O a. Assembler conventions for writing which will spool cards to tape and print macros out the card count to the printer. b. Defining the macro c. Different types of macros VII. Overlays d. Standard vendor-supplied macros A.Units of instruction 1. Basic concepts B. Laboratory a. Use and restrictions 1.Modify' the program (paragraph III) to b. Root segment and overlay segments replace the tax calculation subroutine 2. Techniques with a macro that performs the same a. Software conventions function. b. Optimizing the segmented program 2. Write and catalog a macro which could B. Laboratory be useful at the involved site, such as Write a program consisting of a root and

42 two overlay segments. Again, the program tern. Manufacturers' manuals and other systems-oriented in paragraphII can be used so that the materials must be selected specifically for the equipment I/O portion and tax calculation portion In use when such courses are designed. overlay each other as needed. FLORES. Assemblers and BAL. IBM. IBM System/360 Principles of Operation. IBM. IBM System/360 DOS/TOS Assembler Language. Texts and References IBM. IBM System/360 DOS Supervisor and I/O Macros. SHELLY AND CASHMAN. IBM System/360 Assembler Since an IBM System/360 was In use for the design Language Disk/Tape Advanced Concepts. and testing of this course, the suggested teaching and STRUBLE. Assembler Language Programming: The IBM reference materials listed below are related to that sys- System/360.

43 ARCHITECTURE OF COMPUTERS a. Main functions and design b. Representation of instructions AND PROGRAMMING c. The fetch and execution cycles d. Tracing the execution of Hours Per Week instructions Class, 3 4. Index registers 5. Interrupts a. I/O Description b.Illegal condition This course is designed to give the student an c. Arithmetic condition understanding of the fundamental principles by d. Machine error which computers work and how these principles e. Timer affect programming techniques. Numerous topics 6. Comparison with IBM System/360 are surveyed involving the design and functions Processors of computers and of the programs to be used with B. Input/output devices them. Also covered are the handling of interrupts, 1. Card readers and punches the design of an assembler, internal and external 2. Paper tape devices workings of the computer, several fundamental 3. Printers algorithms in computing, and research into the 4. Magnetic tape devices why of programming techniques in addition to the 5. Magnetic disk and drum devices how. The student is expected to be reasonably 6.Interfacing the I/O devices with the proficient in at least one higher-level program- processor ming language and to have studied or to be 7. I/O buffering studying an assembler language. 8. I/O overlapping 9. Software for I/O Major Divisions Class Hours 10. Programmer I/O considerations 11. IBM System/360 I/O systems I. Introduction and Overview 2 III.Software II. Hardware 15 A. System software III. Software 15 1. Bootstrapping IV. Simulation 6 2. A general look at an assembler V. Some Important Algorithms 3. Translators and interpreters and Techniques 10 4. Relocatable loaders Total 48 5. Libraries 6. The supervisor or monitor program I.Introduction and Overview 7. A closer look at an assembler A. Course scope and objectives 8. The IBM System/360 DOS Assembler B. Standards and conventions B. Fundamental techniques C. Definitions of common terms 1. Program loops D. Capabilities and limitations of computers 2. Macros II.Hardware 3. Subroutines A. The central processor 4. Program organization 1. Main memory IV. Simulation a. Main functions and design A. Simulation of a computer b. Representation of data 1. Applicable situations c. Addressing main memory 2. Defining the model 2. Arithmetic and logic unit 3. Programming considerations a. Main functions and design 4. Simulation vs. emulation b. Registers and accumulators B. Simulation of other systems c. Zero, one, two, and three address 1. Some sample systems machines 2. Logical and programming 3. Control unit considerations

44 3. A simple example: writing a tick-tack- a. Sequential methods toe simulator b. Merging methods V. Some Important Algorithms and Techriques c. Radix methods A. Searching 1. Sequential search Texts and References 2. Binary search CARDENAS, PRESSER, MARIN. Computer Science. 3. Combination search FLoRES. Computer Programming System 360. 4. Comparison for speed FOSTER. Computer Architecture. FREEDMAN. Principles of Digital Computer Operation. B. Merging GEAR. Computer Organization and Programming. 1. Two-way merge HELLERMAN. Digital Computer System Principles. 2. Three-way merge KNUTH. Fundamental Alogrithms. WEGNER. Programming Languages, Information Structures, C. Sorting and Machine Organization.

45 DATA BASE MANAGEMENT c. Advantages and disadvantages 2. Functions of data base management Hours Per Week systems a. Data base creation Class, 3; laboratory, 3 b.File management c.Builtin capabilities Description (1) Simple queries and reports (2) Complex retrieval logic Presents the major concepts and features of soft (3) Creation and update ware systems known generally as data management systems. Emphasis is placed on the gen d. Interface to host languages eralized, self-contained capabilities of data base e. Data base control: maintenance, recovery, security creation and use, as opposed to more highly spe- Conversational teleprocessing cialized functions. The user environment which f. 3. Survey of data management systems has led to the development of data management a. Attributes systems (DMS) is examined, and the relationship b. Hardware/software environment between DMS and the modern management in- B. Laboratory formation system is explored. Most of the major 1. Draw a general system flow chart for a topics are supported by extensive laboratory proj- personnel system using conventional ects. A generalized hierarchical data management data processing techniques. The system system is used by the student in these projects should be able to handle payroll pro- togainhands-on experience withgeneralized cessing as well as various listings and DMS. This system becomes the vehicle for in- summaries of employee information. struction in such subject areas as data base defi- .. List the major programs, their func- nition, creation, maintenance, retrieval, logic, and tions, and the major files and their con- the design of user systems. tents. 2. Design a single "ideal" data base to Major Divisions Hours replace the personnel files above. Brief- Class Laboratory ly describe the data base contents and Introduction 3 3 internal hierarchical relationships. Com-

II. Data Storage Structures . . 3 3 ment on the kindsof self-contained

III. Data Access Methods ... . 5 3 algorithms required to support the spe- IV. SelfContained Logic 3 3 cial-purpose queries andlistingsre- V. Data Base Definition 5 6 quired of the data base. VI. Data Base Creation 6 6 II.Data Storage Structures VII. Storage Structure and A.Units of instruction Processing Techniques . 3 0 1. Items VIII. The Retrieval Process... . 6 9 2. Groups IX. Maintenance 3 6 a. Types and attributes X. Queue Processing: Batch b. Relationships Retrievals and Updates . 3 0 3. 'Entries XI. Procedural Language . . 5 6 4.Files XII. Design of DMS Application a. Composition Systems 3 3 b. Characteristics Total 48 48 B.Laboratory 1.Describe a manufacturing inventory in I.Introduction which each entry consists of an as- A. Units of instruction sembly made up of several sub-assem- 1. The concept of a generalized data base blies, and each sub-assembly consists a. Role in the MIS approach of many parts. Each assembly, sub-as- b. Relationship to other files and sembly, and the parts of the latter may programs have several attributes such as name,

46 number, weight,and department of B. Laboratory origin. 1. Using the indexed sequential fileal- 2. Each student should devise a chart, ready designed (paragraph III), design using either a tree or network struc- a language syntax that will: ture, showing how all heirarchical rela- a.Print selected fields from every rec- tionships and group membe- ship can ord in the file. be established andmaintair..d. The b.Print selected fields from selected charts shouldillustrate how agiven records; record qualification should part relates to any of its assemblies or have the capability for: sub-assemblies. (1) Equality condition on a single III.Data Access Methods field A. Units of instruction (2) Equality condition on two fields 1. Sequential file access joined by OR 2. Indexing methods (3)Equality condition on two fields a. Index generation joined by AND b. Index maintenance (4) "Greater than" or "less than" 3. Inverted and partially inverted files condition on a single field. 4. Hardware considerations 2. Write a program to translate the syntax B. Laboratory and imbedded conditions into proce- Design sequential and indexed sequential dural language steps and to retrieve disk files for two different applications; data from the file. The program may e.g., personnel file and a geology sample be written in FORTRAN or COBOL. The file. Each entry could identify a. given for- program will use, as its data file, a set mation with accompanying data pertaining of commands expressed in the syntex to a variable number of samples. Show previously designed. both file layouts. Given a set of hardware V. Data Base Definition arid filesize parameters, compute the ex- A. Units of instruction pected access times under each file structure for a given set of retrieval require- 1. Data base structure ments. Design an overflow mechanism for 2. Data base components handling updates. Break the geology sam- a. Elements ple file into two subfiles and recompute b. Repeating groups expected access times. c. Userdefined functions d. Strings and extended strings IV. Self-Contained Logic 3. Inversion and partial inversion A. Units of instruction 4. Type specifications 1. "User" language concepts 5. Picture specification a. Syntax requirements a. Determinging picture size b. Program tolerances b.Effects of picture violation 2.Retrieval logic 6. Repeating group relationships a. Syntax for print lists 7. Definition commands b. Qualification syntax c. Value search B. Laboratory d. Boolean conditions: AND, OR, NOT 1. Design a data base for the personnel e.Relational operators application and for the geology sample f.Special retrieval commands: macros file. The definitions should: 3. Maintenance logic a. Contain at least 15 components. a. Updates b. Contain disjoint repeating groups at b.File control one or more levels. 4. Control features c. Contain some nonkey fields. a. Security d. Be structured with at least two hier- b. Re-start archical levels. c. Off-line operations e. Use element-level security features.

47 2. Punch up the definitions and map them 1. General operational commands into random-access storage. 2. The retrieval command and object list VI. Data Base Creation 3. Clauses A. Units of instruction a. Action clauses 1. Value string format b. Qualification clauses a. Entrance order 4. Operators b. Terminators a. Unary operators 2. Data value assignments b. Binary operators a. Format c. Tertiary operators b. Restrictions d. Boolean operators 3. Data set assignments e. AT, HAS, DITTO, SAME operators 4. Loading macros and commands 5.In-line functions a. Control commands; scanning 6. Subtree searches commands 7. Strings-usage b. Lead macros 8. Userdefined functions 5. Loading results B. Laboratory a. Loading reports 1. Through retrieval commands, ,:ount the b. Error correction valued elements of each data base. B. Laboratory 2. Generate formattedreports, printing 1. Make up "dummy" records for each of out at least three components, ordering the data bases. Each data base should on at least two components. consist of at least 10 records with 15 3. Structure and execute retrieval com- or more fields. mands which will generate the follow 2. Using coding forms designed in class, ing: code each data base into input format. a.Print the zero-level data sets for en- 3. Punch the input string onto cards. tries which contain at least two oc- 4. Load each data base previously defined currences of a specified value in a with data. Report all errors encountered lower-level repeating group. in loading. Report final data base sizes, b.List all values which fall between a load times, and other such factors. given range for a given valued ele- 5. Correct any errors and re-enter data. ment. 6. Process a data base dump, thereby ob- c.Printout of disjoint repeating groups taining a direct printout of the entire by qualifying on the same disjoint data base. groups. 4. Build and execute: VII. Storage Structure and Processing Techniques a. Two userdefined functions A. Internal mass storage b. Two strings 1.Definition tables 2. Value directories and multiple IX. Maintenance occurrence tables A. Units of instruction 3. Data relationship tables 1. Groups and elements 4. Data value tables a. Additions B. System architecture b. Removals 1. Major overlays; calling and control c. Changes to valued elements sequence d. Unrestricted changes 2. Subroutines 2. Trees a.Functions of major subroutines a. Additions b. Relationship of major subroutines b. Removals 3. Language package c. Unrestricted changes 4. Buffer manager d. Insertions 5. Paging techniques B. Laboratory VII,. The Retrieval Process 1. Build and execute commands using A. Units of instruction update verbs.

48 2. Build and execute commands using 2. Go to the next input record if the salary each of the tree update commands. is greater than a specified value. 3.Utilizethe command whichrewrites 3. Insert a fixed addresS if the address selected portions of the data base onto field is blank. random-access storage. 4. Using a constant value, compute a new 4. Update the data base with a string of value if the said.),is within specified valued pairs(key,value), which are limits. accessed using the data flag and repeat 5.Build the update record, and update options. the data base. XII.Design of DMS Application Systems X. Queue Processing: Batch Retrievals and Updates A. Units of instruction A. Queue processing concepts 1. Application requirements 1.Input handling a.Existing programs 2. Processing efficiencies (1) Conversion (2) Replacement B. Branching clauses (3)File replacement C. Data flags b. New systems D. Terminations (1) Report requirements Xl. Procedural Language (2) Procedural language programs (3) Ad hoc requirements A. Units of instruction (4) Future expansion 1. General format of programs (5) Data base requirements 2. Working-storage section statements 2. Hardware and software environment a. Common declarations a. Machine configuration b. Schema statements b. Operating system 3. Procedure division c. Concurrent programs a. Opening and closing a data base d. Resource allocation b. Retrieval statements e.. Teleprocessing support c. Qualifiers f. Terminals d. Occurrence parameters (1) Batch and remote batch 4. Positioning (2) Conversational a. Hierarchies 3. Throughput b.Position establishment (1) Primary a. Response time requirements (2) Secondary b. Report scheduling (3) Current position c. Maintenance scheduling 5. Updates d. Concurrent data base processing a.Insertions (1) TP monitor function b. Modifications (2) Queuing c. Removal of elements (3) Analysis of system loading d. Removal of trees response 6. Diagnostics B. Laboratory B. Laboratory 1. Draw a flow chart of a student registra- Write a COBOL program, with imbedded tion system the way it would be imple- procedural statements, which will use the mented using a non-DMS environment. personnel data base. For a transaction file List the major programs and files. As a of personnel names, salaries, and address- minimum, the system must handle the following processes: es, the program should: 1.Retrieve the pertinent information for a. Capture each student record and each name. courses taken.

49 b. Handle adds and drops. Texts and References c. Post tuition receipts. d. Reports: Since the topics of this course represent comparatively (1) Student roster by classes new technical developments, textbooks designed specifi- (2) Courses and teachers for any cally for teaching use are not yet generally available. The materials listed below are suggested as sources of given student information suitable for V purpose. Other references are (3) Total tuition receipts by listedin the bibliograph, of this publication.Itis sug- department and courses gested also 'net members of the advisory committee (4) Daily adds and drops should be requested to recommend materials possibly available through local organizations that are operating a 2. Re-draw the flow chart using the DMS data base management system. approach. Define the data bases which could be used. ASSOCIATION OF COMPUTING MACHINERY. CODASYL Systems Committee Technical Report, "A Survey of 3. Define all entry points to the system Generalized Data Base Management Systems." (CRT's, batch terminals, a;)cl others), Dom). Computing Surveys (vol. 1, no. 2), "Elements of and catalogue the responsibilities, se- Data Management Systems." curity requirements, and programming UNIVERSITY OF TEXAS AT NUSTIN. Remote File Management requirements necessary for each. System. (TSD-1) SPECIAL PROJECTS similar data processing operation. Projects also are provided by local businesses and industries. Hours Per Week When a project is assigned to a student, the instructor in effect assumes the role of a data proc. To be arranged essing supervisor, typifying a counterpart with whom students can expect to work in a future job. In the same pattern, students are required to Description provide status reports, notification of problems This special project course is designed for stu- encountered, and their plans for problem solu. dents who are preparing for a career in program- tions.Itlikewise is demanded of them that the ming. They may choose to acquire the work completion dates of work phases be met as experience the course provides as an alternative scheduled. to enrollment inData Base Management. Itis essential that instructors possess the tech- The schedule for class, laboratory, and outside nical knowledge and experience requisite to exer- work and study is flexible. Hours set out in this cising effective supervision over each student's curriculum outline are considered minimal. Stu- work performance. In this respect,it virtually is dents actually may devote as many. as 80 hours mandatorythattheinstructor'sbackground to a project. Hov;ever, this figure is considered include several years of responsible data process. to be the maximum. Although formal_ classes are ing experience in business or industry. not required, instructors should schedule a period Upon completion of their work projects, students at the beginning of the semester for the purpose will have had actual experience in systems an- of orienting enrolled students. They should be in- alysis and design, program specification,pro- formed in detail concerning the content of the gramming in several computer languages, in pro- course and the mode in which the program will gram testing and debuggil,g, andinprogram be conducted. documentation. Instructors will assign work projects to individual students. The work requirementisactua!: the Texts and References problem presented is not synthesized. Tasks Gre Texts and references include all those used previously selected from those actually developed within the in the curriculum. In addition, extensive use is made of school, such as programming student records, man.ifacturers' publications dealing with specific computer business accounts, class schedules, and other hardware and applications.

51 BUSINESS SYSTEMS DEVELOPMENT 3. Programming 4. Debugging Hous Per Week 5. Applying the framework B. Laboratory Class, 3; laboratory, 3 1. Assign a system flow chart. 2. Describe several problems; have students write problem definitions, and Description develop flow charts to solve the prob- Itis assumed that students will have been fa- lems. miliarized with FORTRAN (or BASIC) in the intro- II. FORTRAN IV Language Elements ductory course. This course will review FORTRAN A. Units of instruction (or BASIC) and then will progress to increasingly 1.Basics sophisticated applications that are particularly a. Character sets relevant to the business world.. Emphasis will be b. Statement types placed on the development of commercial prob- c. Card format lemsolving procedures that are to be computer- d. Constants and variables ized and to describing these procedures by the e. Operators and expressions use of flow charts. Some of the concepts to be f. Program termination covered are procedure execution, loop structure, 2. Input/output subscripted variables, creation and use of sub- a. Format programs and subroutines, and data storage and b. Write retrieval. Students Will define, flow chart, code, c. Read and test several programs, beginning with prob- d. Implied do lems that require simple reports and concluding e. Namelist with preparing payroll and accounts receivable 3. Decision making and branching programs. a. Unconditional GO TO b. Arithmetic IF c. Logical IF Major Divisions Hours Class Laboratory d. Computed GO TO e. Assigned GO TO I. Computer Problem Solving 3 3 B. Laboratory II. FORTRAN IV Language 1. Given a list of arithmetic expressions, Elements 7 7 write them in the FORTRAN form. III. Loops and Arrays 5 7 2. Assign a program that uses basic logic IV. Specifications 2 1 and accents input and output. V. Subroutines and 3. Assign a program that implements sev- Subprograms 7 8 eral conditional branches. VI. Debugging 2 1 VII. Data Storage and III. Loops and Arrays Retrieval 8 8 A. Units of instruction VIII. Formal Definition 1. Do and continue Framework 4 1 2. Arrays IX. Business Computing a. One-domensional Techniques 10 12 b. Two-dimensional c. Three-dimensional Total. 48 48 B. Laboratory 1. Assign a problem that makes use of a I. Computer Problem Solving one- or two-dimensional array. For ex- A. Units of instruction ample, reverse the numbers in a 25 1. Problem definition element array. 2. Flow charting 2. Assign a problem that makes use of a a. Program flow chart two- or three-dimensional array; for ex- b. System flow chart ample, matrix multiplication.

52 IV.Specifications gram. This should be a more complex A. Units of instruction problem typifying common techniques in 1. Explicit type statements the commercial world. a.Integer VIII. Formal Definition Framework b. Real A. Units of instruction c. Double precision 1. Generic 2. Implicit statement 2. Operational 3. Equivalence statement 3. FORTRAN IV statements B. Laboratory B. Laboratory Discuss topics in unit IV.A. Techniques dis- Discuss the definitions presented in order cussed willbe implemented in the pro. to strengthen the students' understanding grams of the other units of instruction. of the FORTRAN IV language. V. Subroutines and Subprograms IX. Business Computing Techniques A. Units of instruction A. Units of instruction 1.Predefined subroutines 1. Sorting 2. Assignment statement 2. Merging 3. Function subprograms 4. Subroutine subprograms 3. Searching 5. Common 4. FORCOM (IBM FORTRAN commercial a. Unlabeled outlines) b: Labeled a.Floating dollar sign B. Laboratory b. Alphameric move and compare 1. Assign a problem utilizing predefined c. Reading of unformatted records subroutines and/or assign statement d. Character editing subroutines. B. Laboratory 2. Assign a subroutine subprogram such 1. Assign asort of information thatis as computing an individual's income stored in arrays in core or on tape or tax with the proper parameters given. on disk. The information could be the VI. Debugging names of customers that have accounts A. Units of instruction with a company. 1. Verification of programs (bench 2. Assign a tape merge program. This checking) could represent combining a new cus 2.Facility available tomer file with the master customer 3. Sources of information file. B. Laboratory 3. Search an ordered disk file for a valid Discuss topics and examples in unit VI.A. customer when an item is charged to Techniques discussed will be implemented an account. in the programs of the other units of in struction. Texts and References VII. Data Storage and Retrieval Appropriate' hardware manufacturers' manuals may be A. Units of instruction required for teaching and reference use inaddition to 1. Sequential tape input and output materialssuggestedbeloworavailablefromother 2. Direct access (disk) input and sources. output EMERICK AND WILKINSON. Computer Programming for Business and Social Sciences. B. Laboratory GOLDEN. FORTRAN IV Programming and Computing. Assign a tape. or disk-oriented payroll pro- NOLAN. FORTRAN IV Computing and Applications.

53 MATHEMATICS COURSES

FINITE MAI;CMATICS I 1. Tautology 2. Implication 3. Equivalent statements Hours Per Week 4.Inconsistent stateroPnts Class, 3 F.Properties of connectives G. Arguments Description 1.Definition of valid argument 2. Proof of validity This course of study has been designed to famil- a. Truth tables iarize the student with concepts included in the b. Reduction broad spectrum of material encompassed by "fi- c. Valid argument forms nite mathematics." Concepts dealt with are sym II.Set Theory bolic logic, set theory, counting theory, probe. A. Definitions and terms bility,the decimal system of numeration, and 1. Set systemsofnumerationinotherbases. This 2. Element course, along with the second semester (Finite 3. Subset Mathematics II),relates abstract theories to the 4. Null set formulation of mathematical models of problems 5. Disjoint sets and situations that arise in the social and man- B. Set operations agement sciences. 1. Union 2.Intersection Major Divisions Class Flours 3. Complement 4. Difference I. Symbolic Logic 10 C. Venn diagrams II. Set Theory 9 D. Properties of sets III. The Decimal System of 1. Commutative property of union Pt:imeration 4 2. Distributive property of intersection IV. Sy ;items with Bases Other over union Than Ten 4 3. Laws of set algebra V. Counting Theory 9 E. Boolean algebra VI. Theory of Probability 12 1. Definition of Boolean algebra Total 48 2. Laws of Boolean algebra F. Switching circuits I.Symbolic Logic 1. Basic circuits A. Mathematical systems a. Series 1. Inductive reasoning b.Parallel 2. Deductive reasoning 2. Electrical networks 3. Properties of the algebraic operations G. Cartesian product B. Argument validity 1.Definition of Cartesian product 1. Argument form 2. Tree diagrams 2. Euler circles III. The Decimal System of Numeration C. Statements and connectives A. The counting or natural numbers 1.Definitions 1. The origin and evolution of numbers a. Statement 2. Closure b. Atomic statement 3. Operations closed with respect to the c. Compound statement natural numbers 2. Negation of statements a. Addition 3. Contrapositive b. Multiplication D. Truth tables B. The real numbers E. Related statements 1. Integers

54 2. Rational numbers A.Number of elements in a set 3. Irrational numbers B.Number of elements in the Cartesian C. Operations and principles of real numbers product 1. Addition and subtraction of signed C.Subsets of the Cartesian product numbers D.Permutations 2.Multiplication and division of signed E.Factorial and binomial notation numbers F.Combinations 3.Inverses and identities 1. Unordered partitions a. Additive 2. Ordered partitions b.Multiplicative 3. Definition of combination D. Characteristics of base ten numbers G.Binomial theorem 1. Place Value H.Binomial expansion 2. Exponents VI. Theory of Probability 3. Significant digits A. Definitions 4. Repeating decimals 1. Sample space 5. Non-repeating, non-terminating 2. Events decimals B. The axioms of probability A. Binary numbers C. Conditional probability IV. Systems with Bases Other Than Ten 1.Definition of conditional probability A. Binary numbers 2.Multiplication theorem 1. Counting in base two D. Independent events 2. Binary fractions 1. Definition of independent events B. Conversion from base .ten to base two 2. Complete independence C. Conversion from base two to base ten E. Binomial probability model D. Binary operations F.Finite stochastic processes 1. Addition G. Expected values 2. Subtraction 1. Means 3. Multiplication 2. Variances E. The hexadecimal system 3. Rules for calculating variances 1. Counting in base sixteen H. Chebyshev's inequality 2. Hexadecimal fractions I.The law of large numbers F.Conversion from base ten to base sixteen J. Markov chains G. Conversion from base sixteen to base ten 1. Classification of states H. Hexadecimal operations 2. Regular chains 1. Addition 3. Absorbing chains 2. Subtraction 3. Multiplication Texts and References 4. Division BOSSTICK AND CABLE. Patterns in the Sand. V. Counting Theory KATTSOFF AND SIMONE. Finite Mathematics.

55 FINITE MATHEMATICS II C. Linear inequalities in two variables 1. Properties 2. Graphs Hours Per Week D. Graphing sets of linear inequalities in a Class, 3 single coordinate system Ill. NonLinear Functions Description A. Quadratic functions 1. Graphs This course is a continuation of Finite Mathemat- 2. Forms ics I and an introduction of essential topics in 3. Concavity the study of calculus. Taken individually, the 4. Maximum and minimum topics provide useful models of problems arising 5. Applications of maximum and minimum from a veriety of sources. Collectively, they repre B. Quadratic equations sent a reservoir of concepts that can be amended 1.Solutions or combined to serve as models forproblems not a. Factoring yet formulated. b. Completing the square c. Quadratic formula Major Divisions Class Hours 2. Complex numbers 3. Complex solutions I. Relations and Functions 3 C. Trigonometric functions II. Linear Inequalities 6 1. Angle 9 III. Non-Linear Functions a.Initial side IV. Systems of Linear Equations b. Terminal side V. Matrices 9 c. Standard position 6 VI. Linear Programming 2.Definition of trigonometric function VII. Sequences 3 3. Reciprocal relations VIII. Infinite Series 6 4. Fundamental identities Total 48 5. Use of the trigonometric tables for acute angles D. Logarithmic functions I.Relations and Functions 1.Definition of logarithmic function A. Ordered pairs of numbers 2. Graphs of log functions 1.Notation 3. Properties 2.Definition of equality 4. Common logarithms B. Cartesian coordinate system 5. Natural logarithms C. Definition of relation 6. Use of common log tables 1.Notation 7. Computation with logarithms 2. Graphs of relations 3. Describing relations by equations IV. Systems of Linear Equations D. Definition of function A. Graphical solution 1.Functional notation 1. Systems in,two variables 2. Domain and range 2. Systems in three variables 3. Describing functions by equations B. Linear combinations E. Linear functions C. Solution by substitution 1. General forms D. Definition; m x n system 2. Graphs of linear functions 1.Elimination procedures: m = n 3. Slope; y-intercept 2.Elimination procedures: m > n ILLinear Inequalities 3. Elimination procedures: m < n A. Definition of inequality symbols 4. Canonical procedure B. Linear inequalities in one variable V. Matrices 1. Properties A. Definition of a matrix 2. Graphs of linear inequalities in one B. Terminology variable 1.Notation

56 2. Order 1. Domain 3. Column matrices 2. Range 4. Row matrices B. Notation 5. Zero matrices C. Definition of the limit of a sequence C. Elements of matrix algebra 1. Convergence 1. Equality of matrices 2. Divergence 2. Addition of matrices D. Arithmetic sequences 3. Subtraction of matrices 1.nth term 4. Product of a scalar and a matrix 2. Sum of the first "n" terms 5. Product of matrices E. Geometric sequence D. Linear systems in matrix notation 1.nth term E. Inverse of a square matrix 2. Sum of the first "n" terms 1. Identity matrix VIII.Infinite Series 2. Elementary row and column operations A. Definition of infinite series F. Matrix solutions of linear systems B. Summation notation VI. Linear Programming C. Convergence and divergence A. Introductory example: two variables D. infinite geometric series 1. Objective function 1. Conditions for convergence 2. Constraints 2. Computation of sum 3. Graphical aids B. Three variable case Texts and References C. Stated problems VII. Sequences FULLER. Plane Trigonometry and Tables. KAITSOFF AND SIMONE. Finite Mathematics. A. Definition of a sequence as a function OWEN AND MUNROE. Finite Mathematics and Calculus.

57 BUSINESS STATISTICS d. Sample surveys versus complete enumerations Hours Per Week 3. Methods of collecting statistical data a. Observation method Class, 3; laboratory, 2 b. Questioning methods c. Forms taken by facts Description d. Design of questionnaires 4. Use of data processing for statistical This course is designed, to present to the student the information required in order to solve busi- applications ness-oriented problems, using a computer. The a. Concept of computer operations b. Unit records computer language tobe taught and usedis c. Computer calculations FORTRAN IV. The primary types of problems to B. Laboratory be solved are statisticalin nature and include Design a questionnaire to determine how data collection, descriptive measures, index num- students take tests (physical motions) and bers, and time series analysis. their attitudes toward taking a test from a computer. Major Divisions Hours II.Basic Elements of FORTRAN Class Laboratory A. Units of instruction I. Collection and Tabulation 1. Kinds of numbers of Data 5 1 a.Integer II. Basic Elements of b. Real FORTRAN 8 5 c.Floating point III. Statistics Tables and 2. Variables and constants Charts 3 a. Naming conventions IV. Statistical Description b. Mode Averages 5 4 3. FORTRAN coding form V. Statistical Dispension . . 3 4 a. How used VI. Probability and Sampling , 5 1 b. Explanation of boundaries VII. FORTRAN Data Arrays . . 4 2 4. Input and output VIII. Time Series and Trends 5 6 a. READ IX. Statistical. Variations 3 5 b. WRITE X. FORTRAN Functions c. FORMAT and Subroutines 4 2 d. Notations (F; I, X, T, and H) XI, Index Numbers 3 1 5. Program control Total 48 32 a. GO TO XX b. Arithmetic IF statement I.Collection and Tabulation of Data 6. Assignment statements A. Units of instruction a. Modes 1. Basic definitions b. Evaluation of expressions a.Statistic c. Storage of variable values b.Statistical data 7. Logical variables c. Population a. Logical assignment statement d. Sample b. Logical IF statement e. Parameter 8. The DO statement f.Statistical pitfalls a. Nature of command g. Bias b. Nesting h. Trends c. Rules for use 2.Internal and external data B. Laboratory a. Differences Write FORTRAN programs to: b. How collected 1. Compute and print a frequency distri- c. Problems of collection bution from card input. Each card,con-

58 tains the year and frequency of occur- arithmetic mean, geometric mean, and the rence. Print a total of all occurrences. harmonic mean of a set of data. 2. Compute and print a frequency and cumulative frequency distribution from Arithmetic mean: card input. Each card contains a per- N centage level. As each card is read, a

determination of proper group is made, Harmonic mean: H and one is added toits occurrence counter. A1x Example: Card data 72.3 log x Assume propel- class intervalis Geometric mean:log G N 70-79. Therefore: add one to the accumu- V. Statistical Dispersion lation for this class and go read A. Units of instruction the next card. Print a total of all 1. Importance of dispersion occurrences. 2. Measures of dispersion III.Statistics Tables and Charts a. Range A. Units of instruction b. Quartile deviation 1. Classifications c. Average deviation a. Differences of kind. d. Standard deviation b. Differences of degree e. Variance c. Geographic differences 3. Computational methods d. Temporal differences 4. Skewness e. Time series 5. Kurtosis 2. Charts B. Laboratory a. Bar Write a FORTRAN program to compute the b. Semiiogarithmic standard deviation from a frequency dis- c. Logarithmic tribution, d. Line e. Component parts =I/f(CP)2 (IfCr)2 f.Pie standard deviation a N N g.Statistical maps I3. Laboratory VI. Probability and Sampling Given a set of statistical data, draw a bar A. Units of instruction chart, a pie chart, and a line chart for the 1. Distributions data. a. Normal IV.Statistical DescriptionAverages b. Poisson A. Units of instruction c. Geometric 1. Uses of averages d. Binomial a. Common denominator 2. Probabilities b. Measure of typical size a. Addition 2. The principal averages b. Multiplication a. Arithmetic mean 3. Curve fitting b. Geometric mean B. Laboratory c. Harmonic mean 1. Consider the following: A manufacturer d. How to compute the above believes 95 percent of the items turned 3. Other measures out by his plant will pass inspection. If a. Median this is true, what is the probability that b. Mode one or less will be defective in a sample B. Laboratory of eight items? Write a 'FORTRAN program to compute the 2. Consider the following: A river has a

59 damaging flood on the average of once 12-month moving total and 12month may- every 10 years. What is the probability ing average centered on the 7th month for of not having a flood in a given 10- a 12-yearsetofdata. Use arithmetic year period? Of having one flood in the mean: period? Two floods? More than two floods? x = VII. FORTRAN Data Arrays N A. Units of instruction Why is the moving average centered on the 1. Array elements 7th month? 2. Subscripts X. FORTRAN Functions and Subroutines 3. DIMENSION statement a. Number of subscripts A. Units of instruction b. Types of arrays 1.Internal function c. Assigning values a. Calling the function 4. Matrix notation and use b.Defining the function B. Laboratory 2. External function Write a FORTRAN program to multiply two a. Structure compatible matrices, one input card per b. Purpose matrix. c.Significance [A] [B] = [C] 3. Subroutines a. Calling subroutines VIII. Time Series and Trends b.Identifying subroutines A. Units of instruction c.Specification statements 1. Types of fluctuation B. Laboratory a. Secular Expand the FORTRAN program required in b. Seasonal variation paragraph IX.B.by having the program c. Cy lical fluctuations produce a report by month (columns) by d. Random or erratic fluctuations increasing order of value within columns of 2. Time series analysis the data. Use a function or subroutine in a. Problems the program. b. Correlation analysis c. Adjustments Xl. Index Numbers d. Relatives A. Units of instruction 3. Straight line trend 1. Nature of index numbers a. Graphic method a. Simple relatives b. Semi averages b. Averages of relatives c. Least squares c. Means of relatives B. Laboratory 2. Problems Write a FORTRAN program to compute the a. Averages straight-line trend line equation from a set b. Weights of data. B. Laboratory Y = a + bx (equation of line) Compute the geometricrelativesfora Analyze results and discuss. given exercise. What, do these results phy- IX. Statistical Variations sically show? A. Units of instruction 1. Indexes of seasonal variation Texts and References a. Measurement A FREUND. Statistics, A First Course. b.Specific seasonals HOEL AND JENSEN. Basic Statistics for Business and 2. Ratio of the 12-month moving average Economics. MASON. Statistical Techniques in Business and Economics. B. Laboratory STOCKTON AND CLARK. Business and Economic Statistics. Write a FORTRAN program to 'compute the STUART. FORTRAN Programming.

60 Auxiliary and Supporting Courses

BUSINESS PRACTICES 3. Change as an environmental ingredient 4. Environmental trends 5. Business terms Hours Per Week D. Ethics and social responsibilities Class, 3 1. Disiness ethics 2. The social responsibility of business Description 3. Business terms II.Ownership, Organization, and Management This course introduces the student to the world A. Unincorporated businesses of business and examines the role of business 1. Sole proprietorships in our complex society. The course is designed 2. Partnerships to develop the student's ability to think, to reason, 3. Other unincorporated forms of business to analyze problems, and to make decisions. ownership This introductory course also fulfills the objec- 4. Business terms tives of building a vocabulary of business terms, B. Incgrporated business surveying the fieldof business administration, 1. Corporations explaining the free enterprise system, and helping 2. Other incorporated businesses the students decide where they may find a career 3. Business terms in the business world. C. Organization and management 1. Organizational process Major Divisions Class Hours 2. Forms of organizational structure 3. Theories of organization I. Business and Society 7 4. Organizational effectiveness II. Ownership, Organization, 5. Business terms and Management 6 D. Management activities Marketing 8 III. 1. Decision making IV. Personnel 5 2. Management functions V. Production 3 3. Managerial leadership VI. Finance 8 4. Managerial performance VII. Quantitative Controls 6 5. Business terms VIII. Legal and Regulatory III.Marketing Environment of Business 5 A. Marketing--nature and scope Total 48 1. The role of marketing 2. Basic types of economic goods I.Business and Society 3. Marketing functions A. Business career opportunities 4. A t,-)ical manufacturer's sales 1. Occupational selection data organization 2. Areas of employment opportunities 5. Marketing strategy 3. Vocational decision making 6. The consumer B. Nature of business 7. Business terms 1. What is capitalism? B. Wholesaling and retailing 2. Characteristics of present-day business 1. Channels of distribution 3. Size of business firms 2. Wholesaling 4. Classification of business 3. Retailing 5. Other economic systems 4.- Business terms 6. Business terms C. Prices and pricing C. Economic business environment 1. Approaches to price determination 1.Historical setting 2. Price determining factors 2. The multifaceted environment of 3. Price in relation to supply and demand business 4. Business terms

61 D. Advertising 4. Research and production 1. Types of advertising 5. Production management 2. Advertising media 6. Business terms 3. The advertising agency VI. Finance 4. Advertising in the small business A. Short-term financing 5.Is advertising effective? 1. Types of capital 6. Criticisms of advertising 2. Advantages of short-term financing 7. Ensuring truth in advertising 3. Short-term obligations 8. The Advertising Council 4. Financial institutions-short-term 9. Business terms capital E. International trade 5. Business terms 1. Why nations trade B. Long-term financing 2. Characteristics of international trade 1. Debt and equity capital 3. Role of the United States in world trade 2. Non-corporate and corporate longterm 4. International arrangements for trade financing and payments 3. Bonds 5. Business terms 4. Stocks IV. Personnel 5. Financial institutions-long-term A. Employee selection and training capital 1. Nature and background of the problem 6. Business terms 2. The personnel department-structure C. Financial problems and policies and functions 1. Capital structure 3. Business terms 2. Distribution of earnings policies B. Employee compensation 3. Allocation of funds 1. Conceptual bases of wages 4. Business combinations 2. Variations in wages 5. Failures and reorganizations 3. Wage incentives 6. Business terms 4. Methods of wage payment D. Security markets and financial news 5. Employee benefits 1. Security exchanges 6. Wage and salary administratio:! 2. Over-the-counter markets 7. Business terms 3. Regulation of security sales C. Labor problems and legislation 4. Financial news 1. Growth of organized labor 5. Business terms 2. Bargaining tactics and settlement of E. Risks and insurance disputes 1. Business risks 3. Types of unions 2. The insurance business 4. Labor legislation 3. Property and liability insurance 5. Business terms 4. Health insurance V. Production 5.Life insurance A. Materials management 6. Business terms 1. Purchase of materials VII. Quantitative Controls 2. Handling and control of materials A. Accounting and financial statements 3. Purchase and control of mechandise 1. Importance of accounting 4. Inventory control in manufacturing 2. Types of accountants 5. Inventory control in wholesaling and 3. Accounting procedures retailing 4. Business terms 6. Transportation B. Data processing 7. Business terms 1. Nature of data processing B. Production problems 2. History and importance of data 1. Key decisions in production processing 2. Manufacturing processes 3. Types of computers 3. Recent developments in production 4. The binary code

62 5. Components of a computer 3. Legal procedures 6. Computer hardware 4. Types of courts 7. Computer software 5. Scope of business law 8. Flow charts 6. Business terms 9. The systems concept B. Governmental regulation of business 10. Computerbased services 1.Distinction between competitive 11. Future role of computers businesses and regulated industries 12. Business terms 2. Regulation of competitive business C. Business statistics and reports 3. Regulated industries 1. Business statistics 4. Business terms 2. Business reports C. Business and taxes 3. Business terms 1.Principles of taxation D. Forecasting and budgeting 2. Types of state and local taxes 1. Forecasting 3. Types of federal. taxes 2. Budgeting 4. Taxation and business decisions 3. Operations research 5. Business terms 4. Business terms VIII. Legal and Regulatory Environment of Texts and References Business BUSKIRK, GREEN, AND RODGERS. Concepts of Business. A. Business law GLOS AND BAKER. Business: Its Nature and Environment. 1.Legal systems GLOS AND Bi'.KER. Student Manual (to accompany Business: Its Nature and Environment). 2. Torts and crimes Ross. Business in a Free Society.

63 HISTORY OF INDUSTRY 4.the impact of mass communication B. Transportation Hours Per Week 1. Internal-combustion engine 2. Rail and water transport Class, 3 3. Development of aviation C. Materials and structures Description 1. Man-made materials 2. Steel and concrete construction This course focuses on the information of society 3. The home environment and technology, primarily in the 20th century, but D. Automation and society: the problem of also with some historical background and develop. employment ment. The topics range from communications to 1. Cybernation agriculture to cybernetics, and provide students 2. Automation and unemployment with an enlarged perspective of the role of tech- 3. The social effects of mass production nology in their daily lives and the impact it may E. Automation and society: the problem of exert upon them in the future. leisure 1. "Labor, Leisure, and the New Class" Major Divisions Class Hours (Galbraith. The Affluent Society.) 2"The Crisis of Abundance" (Theobald. I. Science, Technology, and Society 12 Technology in Western Civilization.) II. Automation-A Creation of the New Technology 12 III.The New Technology and Emerging Issues III. The New Technology and A. Population and resources Emerging Issues 12 1. Overpopulation IV. Science, Technology and the 2. Social factors of fertility regulation Policy Making Process 12 3. The politics of ecology a. Carson. The Silent Spring. Total 48 b. Man and natural selection 4. The prospects of genetic change I.Science, Technology, and Society B. Land use and resources A. The impact of scientific or technological 1. Regional planning and development change: an historical perspective 2. Urban planning and development 1. The two cultures and C. P. Snow C. The food revolution 2. The ethical influence of machinery 1.Scientific agriculture on labor 2. Mechanization of the American farm 3. "The Superstitions of Science" 3. Pest and disease control (Tolstoy. The Arena.) 4. "Freedom and the Control of Men" B. Science, society, and human values (Skinner. The American Scholar.) 1. Some problems of science and values 2. "The Idols of the Laboratory" (Krutch. IV.Science, Technology and the Policy-Making The Measure of Man.) Process 3. Conflicts between science and religion A. Science and government C. Education in a technological era 1. Science and national priorities 1. Education for 11 children 2. NASA and the space program 2. Automation of knowledge 3. "Soviet Science-a Survey" (Rabino- II. AUtomation-A Creation of the New witchin. The New Technology and Human Values. Burke.) Technology A. The nature of computers and automation B. Technology in war 1. The nature of automation 1. Mechanization of war: 1880-1919 2. Origins of the computer 2. Three-dimensional warfare: Wr.;rld 3. Man-machine partnership War II

64 3. Contemporary spectrum of war democracy 4. Transfer of military technology to a. Christians confront technology civilian use b. The era of radical change C. Space, culture, and technology 1. The challenge of space Texts and References 2. "Science, Scientists, and Politics" BURKE. The New Technology and Human Values. (Michael. Science, Scientists, and CARSON. The Silent Spring. Politics.) KRANZBERG AND PURSELL. Technology in Western Civilization. D. The new technology and the future of SNOW. The Two Cultures and a Second Look.

65 INTRODUCTION TO ACCOUNTING as an introduction to accounting. 2. Assign problems that will give students the following accounting experience: Hours Per Week a.Preparing an income statement and Class, 3; laboratory, 2 balance sheet from data provided b. Recording transactions to show their effects on the accounting equation Description c. Recording transactionsingeneral This course is designed as an introductory course journal form for the accounting major and for the technical d. Posting transactions from the gen- student who will use accounting as a tool in other eral journal to the general ledger fields of specialization. The approach is oriented e. Preparing adjusting journal entries toward problem solving with the student working at the end of an accounting period at least one problem or exercise for each class f.Preparing an accounting worksheet meeting. Almost all of the laboratory assignments II.Developing Accounting Records That Will Work involve problem solving, and about one-third of for Management the lecture series is spent in demonstration prob- A. Units of instruction lems. The remaining lecture time is used to dis- 1. Providing an accounting system for a cuss accounting theory, procedures, techniques, merchandising business and application. 2. Introduction to business papers ina mechandising business Major Divisions Hours 3. The use of columnar journals in ac- Class Laboratory counting records L Introduction to Accounting 4. The use of subsidiary ledgers in ac Its Concepts and counting records Elementary Procedures12 8 5.Internal control and its goal II. Developing Accounting 6. Business forms and internal control Records That Will Work 7. The voucher system for Management 9 6 B. Laboratory III. Major Accounting Consid- Assign problems that provide the following erations and Problems for experiences: 1. Preparing an income 'statement for a the Beginning Student . 8 12 V. Accounting Systems 9 6 merchandising business 2. Using and posting the four fundamental Total 38 32 special journals 3. Using . subsidiaryaccounts;general I.Introduction to AccountingIts Concepts and ledger control Elementary Procedures 4. Evaluating internal control in a business A. Units of instruction 5. Recording entries in a voucher register 1.Introduction and overview III.Major Accounting Considerations and Prob- 2. The work of an accountant lems for the Beginning Student 3. Acco-_-rting statements A. Units of instruction a. Income statement 1. The control of cash b. Balance sheet 2. The control of accounts receivable 4. Mechanics of double entry accounting 3. Promissory notes of interest 5. Recording accounting transactions 4. Accounting for discounted notes 6. Posting accounting transactions 5. Accounting for inventory 7. The need of adjusting entries and the a. Assigning a cost matching principle b. Elements of inventory 8. The accounting worksheet 6. Accounting for plant and equipment B. Laboratory 7. Depreciation and the fixed asset 1. View of the film Men of Accounting a. Allocating depreciation

66 b. Recording depreciation method to estimate inventories 8. Accounting for natural resources and 9. Allocating depreciation using at least intangible assets the following methods: 9. Accounting for repairs, replacements, a. Straight-line method and betterments b, Units of production method 10. Payroll accounting c. Declining balance method B. Laboratory d. Sum of the years digits method Assign problems that will provide the 10. Developing and using plant asset following experiences: records 11. Preparing a payroll register 1. Using petty cash fund IV. Accounting Systems 2. Reconciling a bank account A. Units of instruction 3. Using direct write-off method and 1. Manual rata processing allowance method in handling bad 2. Mechanical data processing debts 3. Electronic data processing 4. Aging of accounts receivable B. Laboratory 5. Recording journal entries to 1. Review accounting systems in use by discounting a note receivable area businesses. including all computations 2. Complete the computerized accounting 6. Assigning a cost to an ending problem. inventory at least the following methods: a. Specific invoice identification Texts and References b. Weighted average HORNGREN. Accounting for Management Control. c.First in, first out PYLE AND WHITE. Fundamental Accounting Principles. d. Last in, first out PYLE AND WHITE. Work Papers (for Fundamental Accounting Principles). 7. Using a perpetual inventory system SALMONSON, HERMANSON, AND EDWARDS. Survey of Basic 8. Using the gross profit and retail Accounting.

67 COMPUTERIZED ACCOUNTING alternative types of internal management structures relatives to data processing operations. Hours Per Week b.Prepare a module of a user instruc- Class, 2; laboratory, 3 tion manual for a specific application. c. Prepare a form layout for an ac Description counting application andexplain This course, designed for accounting majors and the use of the form. for technical students in businessoriented data II.Data Processing Equipment processing, demonstrates how the concepts de A. Units of instruction veloped in Introduction to Accounting are ap 1. Review of functions and capabilities plied by the use of data processing techniques. In a. Various types of unit record approximately equal proportion, class hours are equipment given to lecture, demonstration, and discussion b. Computers and peripheral on the effective use of data processing techniques equipment in solving problems in accounting. All laboratory 2. Relationship of basic accounting sys- assignments provide parallel problem-solving ex- tems and procedures to unit record and perience. computer equipment B. Laboratory Major Divisions Hours 1. Demonstrate: Class Laboratory a. Capability and use of various types of computer and unit record equip- I. System Fundamentals . . . . 6 8 II. Data Processing Equipment 6 8 ment in the accounting cycles . III. Accounting Techniques and b. Fundamentals and techniquesof Computer Applications 8 16 batch balancing, cross footing, and IV. Business Procedures and statement production used in the Applications Processes 12 16 preparationofaccountingstate- ments. Total 32 4E 2. Providemachineaccountingexperi- ence, using unit record or computer I.System Fundamentals equipment. A. Units of instruction a. Prepare specialized journals. 1.Internal business organization b. Prepare reports: structure (1) Batch balancing 2. The systems department (2) Cross foot ng different types of 3. Systems communications and statements instruction manuals c. Prepare a profit and loss statement 4. Forms management and records and supporting statements, using retention data and programming materials B. Laboratory provided. 1. Conduct field trips to local d. Prepare written procedures to be organizations that use computers or used in 'developing a profit and loss data processing. statement, identifying specific cross a.Identify organizational management reference points to be checked for structures balancing purposes. b. Survey forms management, Accounting Techniques and Computer utilization of user instructional Applications manuals,and records retention A. Units of instruction practices. 1. Relationship of accounting procedures 2. Assign the following problems: and charting data flow a. Prepare an organizational chart of 2. Methods of coding and condensing data

68 3. Design of data input records, such as 2. Business processes most readily cards, direct data input, and key tape adaptable to computer 4. Forms design 3. Internaland machineroomcontrol B. Laboratory procedures required for effective bus- Problems: iness system processing 1. Relate specific job requirements in the B. Laboratory accounting cycle to data processing or Solve problems that will provide experience computer operations procedures. in identifying specific functions in the ac- 2.Prepare flow charts for an accounts counting cycle that have machine applica- receivable function including: tions. a. Source or sources of data 1. Functions:purchasing andreceiving; b.Internal control procedures for applications: purchasing and receiving verification 2. Function: materials control; application: c. Data reduction and verification materials control process 3. Function: production control; applica- d. Machine room processing tion: production control e.Distribution of output,including spe- 4, Functions:productdistributionand cializedjournals, billing,state- biffing; application: billing ments, and reports 5. Functions: accounts receivable and col- 3. Prepareinstructions and procedures lections; application: accounts receiv- identifying techniques to be used in able coding and condensing data for reduc- 6. Functions: disbursement and distribution and input. tion;applications:accounts' payable 4. Prepare card format and record format and payroll for other data input devices relative to requirements of a specific accounting function, such as payroll. Texts and References accounting 5. Prepare' computerized BURGLY AND RANDALL. Systems and Procedures for forms, machine-oriented and printed, Business Data Processing. for special journal, interim, quarterly, DEVLIN, MORRISON, AND NOLAN. Work Measurement in and annual statements. Machine Accounting. IV. Business Procedures and Application JAUCH AND WOHL. The Computer An Accounting Tool. KAUFMAN. Electronic Data Processing and Auditing. Processes LAZZARO. Systems and Procedures. A. Units of instruction WILKINSON. Accounting with the Computer: A Practice 1. Review of accounting cycle functions Case.

69 General Courses

COMMUNICATION SKILLS I 5. Pronoun reference 6. Pronoun case Hours Per Week 7. Clauses 8. Phrases Class, 3 9. Mechanics a. Terminal punctuation Description b. Internal punctuation This is the first of two courses designed to enable c. Syllabication the students to communicate effectively in their d. Spelling C. Applications occupations.Itis designed to give the student work-related learning activities that point to be- III.Larger Communication Structures havioral objectives implicit in each unit of instruc- A. The expository paragraph tion. Throughout the course, emphasis is on the 1. Paragraph developed through carefully practical aspects of communication with consider- selected details able attention being given to basic communica- 2. Paragraph developed through use of tion structures. examples 3. Paragraph developed through extended definition Major Divisions Class Hours 4. Paragraph developed through classifica- I. Overview of Course and tion Explanation of Its Place 5. Paragraph developed through compari- in the Curriculum 1 son or contrast II. Fundamental 6. Paragraphdevelopedthroughcause Communication Structures 9 and effect relationship III. Larger 7. Paragraph developed through process Communication Structures .30 analysis B. Paragraph length, content, and coherence IV. Analytical Procedures of C. The outline Communication 8 1. The scratch outline Total 48 2. The topic outline 3. The sentence outline I. Overview of Course and Explanation of Its Place 4. Revising the outline in the Curriculum D. Wrriten reports on procedures, systems, 11. Fundamental Communication Structures meetings, lectures, and demonstrations A. Words 1.Letter of transmittal (optional)

1. Diction 2. Title page . 2. Vocabulary 3. Abstract (optional) 3. Idiom 4. Table of contents 4. Usage 5.List of tables, charts, and illustrations 5. Use of dictionaries (optional) 6. Use of glossaries 6. Explanation of symbols 7. Use of handbooks 7. Report proper: introduction, body, B. Syntax conclusion 1. Elements of the sentence 8. Appendix (optional) a. Subject 9. Bibliography (optional) b. Predicate 10. Index (optional) c. Expansions IV. Analytical Procedures of Communication 2. Sentence patterns A. Deduction 3. The non-sentence 1.Proposition, defined 4. AgreeMent of subject and verb a. Subject

70 b. Predicate 4. Criteria for evaluation c. Copula C.Verification of data d. Quantifier D.Nonnorrnal fallacies 2. Deductive argument (categorical 1. Ad populum syllogism) 2. Ad hominem a. Major premise 3. "Poisoning the well" b. Minor premise 4. Appeal to force c. Conclusion 5. Argument from ignorance d. Middle term 6.Fallacies of ambiguity e.Distribution of middle term E.Rules for formulating definitio. f. Other rules of validity F.Applications B. Induction 1.Probability Texts and References 2. Generalization HODGES. Harbrace College Handbook. 3. Analogy WARD. Practical Technical Writing.

71 COMMUNICATIONS SKILLS H 4. When is it wanted? 5. What decisions will be based on it? 6. What does the reader need to be told to Hours Per Week understand the data? Class, 3 D. Applications V. Receiving data Description A. Oral B. Written This course is the second of two that are designed to enable students to communicate effectively in C. Analyzing data through improved reading and listening skills their occupations.Inthis course, the student deals with more specific problems of communi- 1. Overcoming faulty reading habits of cation. The course is predicated upon the pre- subvocalization and regression mise that communication involves the individual 2. Eye movements and reading patterns 3. Speed and comprehension either as the sender or the receiver, or bothof data. Consequently, it is structured to emphasize 4. Developing flexible reading rates techniques of improving the individual's role as 5. Reading and listening for main ideas and subordinate ideas a sender and receiver of data. 6. Evaluating details 7. Locating topic sentences Major Divisions Class Hours 8. Locating key words I. Overview of Course and 9. Detecting the speaker/writer's tone and Explanation of Its Place mood in the Curriculum 1 10. Reading charts and graphs D. Applications II. Aspects of Communication 2 III. Principles of Organizing Data 5 VI. The Media of Communication A. Oral reports on procedures, systems, IV. Transmitting Data 5 meetings, lectures, and demonstrations V. Receiving Data 20 1. Individual reports VI. The Media of Communication 2. Group reports Total 48 3. Preparing oral reports a. The audience I. Overview of Course and Explanation of Its Place b. Sources in the Curriculum c. Introduction of report d. Body of report II. Aspects of Communication e. Conclusion of report A. Sending information (data) B. Written reports on procedures, systems, B. Receiving data C. Applications meetings, lectures, and demonstrations 1.Individual reports III.Principles of Organizing Data 2. Group reports A. Sequential C. Comparison of written and oral reports B. Spatial. D. Use of audio-visual materials C. Classification division 1. Closedcircuittelevision pernpara- D. Other tion of video casettes E. Applications 2. Audio tapes cassettes IV. Transmitting Data 3. Graphic aids

A. Oral . E. Business letters and promotional materials B. Written F. Applications C. Analyzing data for transmission 1. What is the purpose of transmitting the data? Texts and References 2. Who will receive it? BROWN. Efficient Reading. 3. How will it be used? ZELCO. Business and Professional Speech Communication.

72 SOCIETY AND WORKING 1. General properties of living systems 2. Special characteristics of the human RELATIONSHIPS system 3. Changes in the system with time Hours Per Week II.Development of Behavior Class, 3 A. Determinants of development 1. The person 2. Heredity Description 3. Environment The purpose of the course is to show how the 4. Self as a determinant findings of contemporary psychology, and of al- B. Patterning of development lied biological and social sciences, can provide 1. Direction of development better self understanding and understanding of 2. Sequence of development others; also, how these findings can be applied to 3. Highlights in development develop personal resources for effective living in C. Healthy and faulty development today's world. Inquiry is made into the basic na- 1. Variations in development ture and potentialities of the individual and ,nto 2. Early conditions conducive tofaulty associated intellectual, emotional, and social de- development velopment. Attention is given to self perception in 3. Early conditionsfostering healthy relation to environment, to motivation, personal development problem recognition and solution, and to the na- D. Early detection and correction of defects ture of interpersonal and individual-group rela- III. Dynamics of Adjustive Behavior tionships. Although emphasis is on identifying un- A. Types and sources of stress derlying principles of human development and ad- 1. Frustration justment, consideration is given also to the impli- 2. Conflict cations these principles toward effective per- 3. Pressure sonal be.iior. B. Severity of stress 1. Characteristics of the adjustive NNor Divisions Class Hours demand 2. Characteristics of the individual I. Study of Human Behavior 6 3. External resources and supports II. Development of Behavior 9 C. Other key aspa^-ts of stress Ill. Dynamics of Adjustive Behavior . 9 1. Stress patterns are unique and IV. Problems in Group Living 12 changing V. Effective Adjustment and 2. Stress patterns may be unconscious Personal Growth 12 3. Key stresses in a person's life Total 48 4. Adiptation to stress is expensive D. Reactions to adjustive demand I.Study of Human Behavior 1. The adjustment mechanisms A. The study of human behavior 2. Recognition of adjustment mechanisms 1. Methods of evaluating knowledge IV. Problems in Group Living 2. Presentation of goal-directed behavior A. Achievement of goals B. The problems of man's basic nature 1. Respect 1. Good or evil 2. Wealth 2. Rational or irrational 3. Power 3. Free or determined 4. Skill C. Psychological "models" of man B. Career choice: an opportunity and problem 1. Psychoanalytic man 1. Changing views of work 2. Behavioristic man 2. Factors in career planning 3. Humanistic man 3. Educational preparation 4. Existential man C. Problems in occupational adjustment D. Man as a living system 1. Transition from school to work 2. Meshing of individual and job 3.. Improving social competence S. Special problems in vocational 4. Helping human relationships adjustment B. The quest for values D. The future world of work 1. Assumptions about value 1. Computers and occupational trends 2. Values and becoming 2. Meshing of educational and 3. Values and the future of man occupational trends C. Achievement of well-being 3. The futurists: looking ahead 1. Level I E. Goal attainment in our society 2. Level II 1. Achievement goals 2. Institutions and goal accessibility V. Effective Adjustment and Personal Growth Texts and References A. Interpersonal relationships COLEMAN. Psychology and Effective Behavior. 1. Types of relationships ERB AND HOOKER. Psychology of the Emerging Self. 2. Foundations of good interpersonal GNA,EY. Student's Guide for Psychology and Effective relationships Behavior.

74 LABORATORY EQUIPMENT AND FACILITIES

Student access to appropriate equipmentis putersite.Thistypeofserviceshouldbe absolutely essential for achieving the curriculum considered only as a temporary or special purpose objectives of a post-secondary data processing expedient. A permanent program, dependent even education. System configurations which will meet in part on a system of this kind, should not be the minimum requirements for such a program initiated until a more effective mode of operation can vary greatly according to the size and type can be made available. The following discussion of the program to be offered. The following three focuses, therefore, on the two alternatives for es- approaches to providing laboratory experience are tablishing data processing laboratory facilities in representative of current practice and illustrate close proximity to the classroom. the broad range of alternatives for resource allo- cations at most institutions. These approaches, Terminals Only listed by cost in ascending order, are: The basic requirement for a terminal installa- 1.Transport students to a computer facility tion is thatit provide access to a time-sharing located within reasonable distance. system capable of supporting whatevr:r language 2.Install on-campus remote terminal units is being taught. To support advanced language connected with a central computer facility. courses, the central system must also be able to handle current versions of compiler. 3.Develop a complete oi..-campus data processing laboratory facility. There are two basic types of terminals having minimal space requirements, no special power Selection, of the approach to be used in provid- demands, and requiring no structural modifica- ing essential equipment for student use involves tions prior to installation: the CRT unit and the the development and consideration of critical de- teletype. Input to the central computer is accom- cisions. They are critical in the sense that error plished from both units through a keyboard. Out- can result in catastrophic financial loss in the put by the CRT unit is registered as a CRT dis- form'of an equipment array unsuited to the edu- play; by the teletype, as .a hard copy printout. cational requirements. For this reason, decisions Other types of terminals, classified generally as in this area should be formulated and implement- "remote batch" terminals, require special con- ed only after an exhaustive study of all relevant sideration because of their "space, power, and data available from competent, reliable sources. communicationshardwarerequirements.They Resources include educational consultants, em- may or may not have minimal "stand alone" ployersof data processing personnel,faculty capabilities. Despite these features, remote batch members, and representatives of equipment man- terminals may be entirely satisfactory for use in ufacturers.Itisof particular import that the an on-campus facility and should be considered contributions from all resources be coordinated with this purpose in mind. and evaluated in conjunction with the program advisory committee. The technical knowledge, capa- It is suggested that terminals be installed in a bilities, and experience of committee members computer room separated from interference by should be sought and applied most particularly concurrent classes in the other rooms. In addi- in this aspect of their association with the pro- tion to a terminal room and classroom space, fa- gram. Only by an enlightened marshalling of all cilities should include a programming workroom these resources can the school be assured of ob- with storage lockers for the use of programming taining the right facilities at the right cost. students: The workroom should also contain large programming tables which measure at least 4 by 5 feet and can accommodate two students si- Transporting Students to multaneously. Computer Facilities Fifteen to 20 full-time data processing majors Colleges have used the computers at other edu- are the optimal number of students served by one cational institutions, governmental agencies, or terminal. Intensive scheduling over each 24-hour commercial organizations by physically transport- period, however, can accommodate more students ing the data and/or users to and from the com- per terminal and thus reduce the total number of

75 units installed. Enrollment in introductory courses 1.Availability and location of proper and ade- should not exceed more than 50 students per quate power (including standby power) class section, unless there are several good lab 2.Space to house air conditioning equipment oratory instructors assigned to the class. Students 3.Ceiling height, outside wall and glass area, can then be divided into groups of 20.25 with the factors related to the ease of air condition. laboratory instructors readily available to answer ing and maintaining the required humidity questions and provide assistance. in the computer facility The major instructional limitation on a terminal 4.Traffic flow to and fr ,n other areas installation is that a course in computer opera- 5. Floor loading capacity tions cannot be offered; the nature of such a 6.Adequate safety and fire prevention pro- course necessitates extensive "hands-on" experi- cedures ence for the students not available without a computer facility on the campus. In addition, a Space and Layout particular time-sharing system may be subject to Space and layout requirements hinge on t'le overload, thusreducing theefficiency of physical area available and the dimensions of the instruction. specific components to be installed, 'c or area will be determined by the length-to-v ,,h ratio On-Campus Computer Facilities of the room, location of columns, provisions for future expansion, and other such factors. The If the use of terminals is deemed unacceptable exact area required for a specific group of com- either because of the instructional or enrollment ponents can be determined from a/machine lay- limitations which it imposes on the curriculum, a out made by using the measurements of the room computer facility can be installed on the campus. under consideration. The amount and levelof sophistication of the equipment selected naturally will be closely re- Space should be provided for the daily storage lated to the depth and scope of the courses to be of tape, cards, and printed forms within the com- offered and the number of students to be served. puter room. All other combustible materials :;uch If students are expected to master several pro- as permanent master documents, punched card gramming languages, for example, the facility records, and magnetic tape should t-stored in properly designed and protected storage areas. must have the capabilityofprocessing such input. Storage areas are best located so that both the amount of space required and the travel time With the establishment of any computer facility, between areasisminimized. Space must be careful attention must be given to pre-installation planned also for storage cabinets, card and re- planning.6 cord files, printer forms, worktables, desks, and communications facilities. Building Requirements In addition, the equipment manufacturer may assign test equipment to the installation to main- Once the decision has been made to install a tain the equipment in the machine r. )m; space computer laboratory "facility, a complete list of will need to be allocated for this purpose. Some components to be used in the system should be machines may be moved to the test area, depend- prepared. This list will include the data processing on the type of work to be done. Whenever ing equipment, furniture, tapc, storage cabinets, possible, test areas should be on the same floor worktables, chairs, and desks. At the same time, level; if they are not, ramps must be provided for a suitable location for the laboratory area must be moving test equipment and machine components. chosen. Modification of existing space may pro- Detailed space requirements and specifications vide a suitable location, or a complete new build- for the test area can be obtained by consulting ing may be necessary. The following are impor- with the system manufacturer's field engineers. tant considerations in selecting a location for the computer installation: Floor Construction 6Detailed information on computer Installation planning and implementation usually is available on request from A structural engineer should be consulted to hardware manufacturers. determine whether the floor of the proposed facil-

76 ityis capable of supporting the system weight be solidly constructed and have a good seal. The load. A raised or false floor can be constructed of greatest sound reduction will be obtained by in- steel, aluminum, or fire-resistant wood and will stalling a dropped porous ceiling.Precautions accomplish the following major objectivesfor must also be taken to prevent the transmission of building design: noise generated in the machine room through 1.Allow for future layout change with mini- overhead ducts to other rooms. Floor and the wall mum reconstruction cost. surfaces should likewise be covered with absorp- 2.Protecttheinterconnectingcables and tive materials to prevent reverberations. power receptacles. The machine room area should be lighted with 3.Provide for personnel safety. a minimum average illumination of 40 footcan- dies, measured 30 inches above the floor. Direct 4.Permit the space between the two floors to sunlight should be avoided because various con- be used to supply air for the air condition- sole and signal lamps can be best observed under ing system. lower levels of illumination. 'Direct sunlight may The two general floor types are illustrated in fig- also cause devices that employ light sensing (such ure 7. The free-access floor panel lifter should be as certain magnetic tape units) to malfunction. made readily available at a convenient location in Lights for general illumination should be section- the computer room. ally controlled by switches so that a portion of the Floor covering material can contribute to the lighting can be turned off as desired.Lights building of high static electrical charges resulting should not be powered from the computer power from the movement of people and equipment in panel. contact with the floor material. The abrupt discharge of this static electricity can cause discom- fort to personnel and may result in the malfunc- Air-Conditioning tion of electronic equipment. The build-up and Computer components are internally cooled by discharge of static electricity can be minimized by air circulated by blowers within the unit. Air intake providing a conductive path .o ground from a is generally through the bottom and also through metallic i.aised floor structure, and ensuring that louvers along the bottom edge. Warm air usually maximum resistance for floor the or other floor exhausts from the top of each unit. surface material is 2 x 1010 ohms, measured be- The following factors must be considered in tween floor surface and building.' Carpet floor determining the air-conditioning capacity neces- covering should be of the "antistatic" type, either sary for an installation: having antistatic properties manufactured into the material or_designed to be treated with antistatic 1.Machine heat dissipation agents. 2.Personnel Vacuuming equipment usedin the machine 3.Latent load area should have a non-conductive hose and noz- 4.Fresh air introduction zle assembly. This safety precaution minimizes the possibility of static discharge or electrical 5.Infiltration of heat through outer walls shock. 6.Ceiling 7. Floors Acoustics and Lighting 8.Door openings 9.Partitions The principal sources of noise in a computer facility are the mechanical units such as card 10.Glass wall areas punch ma0ines, printers, readers, sorters, and 11.Possible reheat blowers. The walls and the floor should be con- A separate air-conditioning system is recom- structed to prevent the transmission of noise and mended for a data processing installation;itis vibration to adjacent areas. Walls and doors must necessary for the system to maintain a cooling cycle year-around. The air-conditioning should be 7The procedure outlined in The National Fire Protection Association Standard No. 56, chapter 25, section 2522, designed to operate at 75 degrees Fahrenheit and should be used. 50 percent relative humidity at altitudes up to

77 Raceway floor: Removable covers with cutouts

Free access floor: Pedestal supporter, removable panels with cutouts

Free aczess floor: Subframe supported, removable panels with cutouts

Figure 7. -- Types of raised flooring

78 7,001 feet. This provides the largest buffer of walls adjacent to a building that is 'susceptible to available system time in the event that the air- fire: conditioning system fails. or malfunction3. The 1.Installation of shatterproof windows in the computer will be able to operate untilit reaches computer room would improve the safety its specified limits and the possibility is increased of personnel and equipment from flying that repairs can be effected before the computer debris and water damage.' must be shut down. This standard has a generally 2.Sprinklerscouldbeinstalledexternally acceptable level of personal comfort. over the windows to protect them with a The heat load of the computer system is con- blanket of water in case of fire in the ad- centrated in a relatively small area. For this rea- jacent area. son, air distribution should be designed to elim- 3.Windows could be sealed with masonry. inate areas of excess air motion. Where a hung ceiling and raised floor are used, The air-conditioning system should use pre- they should be constructed of non-combustible dominantly recirculated air with a set minimum material; all ducts and insulating should likewise for introduction of fresh air for personnel. This be fire-resistant and nondusting. The roof or floor minimum fresh air introduction will enable the above the computer and tape storage areas should machine area to be pressurized so that air leak- be a watertight slab. If possible, the walls of the age is always outward, thus minimizing dust entry room should be sealed to the slab in a way to from adjacent areas. prevent water from entering overhead. Several types of air-conditioning systems can Any data stored in the computer room, whether be designed to satisfy the temperature and hu- in the form of magnetic tape, paper tape, cards, midity requirements, including: or paper forms, should be limited to the minimum needed for safe, efficient operation and should be 1.Single duct (overhead system) enclosed in metal cabinets or fire-resistant con- 2. Two duct (two air-conditioning unit system) tainers. 3. Two duct (single air-conditioning unit After having consulted with the appropriate system) architectural and electrical engineers and the rep- 4.Underfloor system. resentatives of various equipment manufacturers It is recommended that an experienced air-con- on pr,? installation planning considerations, an in- ditioning design engineer consider each of the stitution is ready to design and equip an actual methods of air distribution and check alllocal computer facility. The amount and level of so- building codes. The electrical code should also be phistication of the equipment to be selected will verified, since some localities will not permit the _hinge primarily on the goals of the program and 'Ise of the raised floor for air-conditioning. the number of students and staff members to be involved in its operation. It is recommended that Safety and Fire Precautions an institution initiating a data processing curriculum might do so in phases, both because of bud- I Safety considerations are an important factor getary considerations and because of the need influencing the choice of computer location, build- to proceed with studied deliberationin a new ing materials, an air-conditioning and electrical curriculum area. A gradual, planned development system, and fire prevention equipment°, of a total capability in the data processing field is The computer should be in a non-combustible the preferable and more realistic course for most or fire-resistent building or room and should not institutions. be adjacent to areas where inflammable or explo- The laboratory facilities discussed in following sive materials or gases are located. Walls should paragraphs a,:suggested as ample to meet the be of non-combustible materials and should ex- requirement'?f a typical 2-year program involv- tend fror! one floor to the ceiling. ing 30-35 Li, "ning students, 20 advanced stu- If a computer area has one or more outside dents, and four instructors in the technical specialty courses. Students in excess of this num- 8For additional reference material, consult NFPA Stand- ard No. 75, "Protection of Electronic Computer/Data Proc- ber can be accommodated by providing multiple essing Ezuipment." laboratory sections.

79 Figures 8 and 9 represent examples of floor ductory sections and smaller instructional groups., plans. It must be recognized that the development The room devoted to keypunch instruction should of data processing facilities is highly dependent be large enough to accomrmodate an average size upon the types and quantities of equipment se- class and should be soundproofed sufficiently to lected.In many cases, the location of specific avoid disturbing other classes or personnelin equipment, will limit the locating ,of other equip- the immediate vicinity. An office within the class- ment. For example, the selection of a location for room would be desirable for student-teacher con the central processing unit dictates, to a large ferences related to ongoing class work or a quiet extent, the location of input-output deN,kes, tape place for the instructor to monitor class exercises units, secondary storage units, and other devices and examinations. which are physically connected to the CPU. Door- ways should be located for easy traffic flow into Equipment Costs and out of the laboratory.In addition, storage areas in laboratories should be located so that the The cost of equipment' is a prime considera- instructor can readily control the security of key tion when planning a data processing education programs and software. Consideration must also program. Equipment can be rented or leased, or be given to the storage of diagnostic programs new or used equipment can be purchased. Reach and maintenance equipment belonging to equip- ing a decision on which course to follow is com ment vendors. Again, the amount of space re- plicated by the availability of options with each quired is dependent upon the equipment selected piece of equipment and the necessity for, a main- and should be determined during the period of tenance contract. In addition, equipment vendors have developed a policy of offering an education equipment negotiations with the vendor. discount ranging from 10 to 60 percent. Whether The sample layout includes a student program- equipment ispurchased or leased,a monthly ming room consisting of individual programming maintenance fee is a major budgetary item. Vary- carrels. The advantage of this arrangement is evi- ing in amount with specific equipment and op- dent when one considers the degree of concen- tions, the figure must be negotiated with prospec- tration required for program writing and the char- tive vendors. acteristics of individualism and creativity which Approximate costs of computer;, equipment are enter into each meaningful program. In addition, listed in tables 3 and 4. The figures stated repre- a keypunch machine is kept in this room to insure sent the cost of the equipment installed by the that students can punch data without intruding on vendor, but they do not include the cost of the a class in the regular keypunch room. building,specialflooring,airconditioning,or other such items. However, the amounts listed Office. and Classroom Space can be considered as generally typicalof the level of funds necessary to obtain various items Suggested office space for staff members is of equipment for an educational data processing indicated in the diagrams of a data processing center. facility. Private office space should be provided for each instructor; more than one staff member The Largest single item of cost is for the cen- occupying an office tends to discourage students tral prOcessing unit (CPU). Educational institu- from approaching an instructor for assistance. If tions, planning a computer facility for instruc- space permits, itis desirable to have a waiting tional purposes only, seldom will findit neces- room adjacent to staff offices where students can sary to obtain a CPU larger than medium size. study comfortably while waiting for the instruc- The exception to this generality can occur if local tor's assistance. The waiting room can be the re- businesses, industrial concerns, government ag- sponsibility of the departmental secretary, who encies, or. other schools arrange: to share, and often is assigned the duty of arranging confer- thus pay for, the added productive capacity of a ence appointments for students. large unit. Classroom space can be of any size, but if an The mini or small computer probably is most institutionisinvolved with constructing a new widely used in school computer facilities. By their facility, care should be taken to insure a variety 9BUrINESS AUTOMATION, vol. 1d, no. 14: Hitchcock of room sizes to accommodate both large intro- Publishing Co., Wheaton, III. Dec. 1971.

80 CLASSROOM CLASSROOM F la j E B LB__I H II ° r-1I I C [J Li L J Ei LEFJ J L STUDENT E E PROGRAMMING ROOM M G 1 0 0 M G G N G COMPUTER ROOM E 0 E I G I N SUPPLIES STORAGELEGEND B.A. StudentBulletin Desk Board < E.D. Instructor'sChalk Board Desk H. O.Work File Table Cabinet K.J. VerifierCard Racks M. ProgrammingN. Storage Shelves Carrels Q.P. Manager's Window CounterDesk C. Bookcase F. Sorter I. KeypunchFigure B. Computer center layout L. Interpreter 0. Instructor's Office A HALL C D A. Card file LEGEND E G C.B. E.D.KeypunchMagneticF. DiskCard I/O storage 1/0terminal tape unit unit D H.G. ProgrammingCentral I.processing table unit Printer Figure 9. Computer room layout Table 3. Estimated Purchase Costs and Monthly Rental on Computer Equipmentl°

Description Purchase Costs Rental Per i'..fonth

Central Processing Unit $75,000 to $120,000 $1,400 to $2,000

Card 1/0 unit 25,000 to 35,000 500 to 600

Secondary storage units (2) 35,000 to 45,000 1,000 to1,500

Tinter 25,000 to 35,000 300 to 450

Keypunch machines (each) 1,0 ,10 to 1,200 60 to 75

Sorter. 2,500 to 3,000 40 to 50

Card verifier 2,500 to 3,000 40 to- 50

Interpreter 5,000 to 6,000 100 to 150

Card files 50 to 75

Sorting rack 50 to 75

Table 4. Computer System Classification by Size and Cost"

Computer Size Monthly Rental

Mini under $1,200

Small $ 1,200 to $5,000

Medium 5,000 to 40,000

Large 30,000 to150,000

iklohn W. Hamblen, "Central Computer Center Organization and Computer Systems Optionsfor,Institutions of Higher Education," prepared for Proceedings of Conference on Computers in Instruction: Their Future in Higher education, RAND Corporation, Oct. 1-3, 1970). "The cost of equipment is directly related to the size and capability of the configuration desired by the institution and to the manufacturer selected.

83 use, smaller institutions are provided with corn- be procured that are unique to computer opera- , puting capability with "their own" computer. The tions. These include data punch cards, single- and total annual operating costs for systems in these multiple-form printer paper, and magnetic tape. classes range from $10,000 to $60000. The Procurement should be organized to ensure that hardware varies from an 8-kilobit system with supplies always are available in sufficient volume teletype input/output plus one symbolic and one .to support ongoing and projected data processing compiler language upwards to a 16-kilobit unit operations. with disk or tape, card reader and punch, line printer, and multiple language capability. The smaller of these systems are of the "batchtype Non-Instructional Support while the larger systems are capable of time- Most computer centers associated with data sharing operations. processing e 'tional programs will be involved All the foregoing factors should be considered alsoin suppurbog other institutional functions in detailed cooperation with the advisory com- such as payroll preparation, other business office mittee to formulate decisions that specify the operations, and student registration and class course of action to implement, the equipment to assignment. Budgeting and accounting related select, the price to pay, and the vendors with to these activities should be isolated from corre whom to negotiate. spondingdata relatingtotheinstructional program. Supplies Since a computer center, equipped and staffed When compiling a budget for computer center toperforminstructionalandnon-instructional operations, the cost of supplies is a significant support functions, represents alarge, complex factor.In addition to supplies usually required o e ra tion, the services of a full-time, technIr.ally for office and classroom use, several items must qualified director usually are required.

84 LIBRARY SUPPORT

The evolution of libraries from the traditional stitutional, instructional, and individual needs of print-oriented centers into centers providing all students and faculty; to provide a staff qualified, types of resources and services to meet instruc- concerned, and involved in serving the needs of tional and individual needs has been accelerated students, faculty, and community; and to encour- in the past decade. This organization of various age innovation, learning, and community service print and nonprint materials into a single admin- by providing facilities and resources which will istrative unit to provide the resources, regardless make these possible. of format, has been incorporated into this guide. Thereisno expectation that everyinstitution Library Staff and Budget should be forced into this single immutable mold. These recommendations are designed to aid the Tho -head librarian usually reports to the top institutions in the implementation of their educa- 'dministrative officer of the school and has full tional goals and strengt:._ ling of their instruc- facultystatus.AmericanLibraryAssociation tional programs. In some institutions these goals standards suggest that "two professional librari- and objectives will require alternative approaches. ans are the minimum number required for effec- In the evaluation of any technology prepara- tiveservice inanyjuniorcollegewithan tion program, a tangible indication of the strength enrollment up to 500. students (full time equival- of the program is provided in the qualifications ent).In addition, there should be at least one of the librarian and staff, the organization of the nonprofessional staff member. The larger the in- physical facilities, and the quality, quantity, and stitution, the more appropriate it will be to em- pertinence of materials. ploy a higher proportion of nonprofessional staff Instructionfor studentsindata processing members. Great care should be taken that pro- should be in part library-oriented, to equip the fessional staff members do not spend their time student' with the proper skills to readily locate doing work thatis essentially clerical, because information related to any courses under study. this is not only wasted but also demoralizing." Since the library center can be an invaluable tool Professional staff members provide faculty and in the learning process, this knowledge can help students with a wide variety of services, including to develop a professional attitude in students and instructioninthe use of the center andits to further encourage them to regard libraries as resources to individual students or in the class- a source for future updating on new develop- room. They help students to .gain skillsin the ments in the field of data processing. techniques of research and evaluation and en- Instructors ofallcourses should constantly courage the development of desirable listening, keep the student aware of -the extent to which a viewing, and reading patterns. Library staff mem- library contains useful information helpful in the bers also serve as materials specialists and con- study of any course within the curriculum. This sultants to the faculty, evaluating and selecting can be achieved by assigning library projects, materials for the center; they make materials open-book examinations requiring the use of ref- accessible to students and faculty through the erence sources, or in other less direct ways. cataloging and classification system and produce The professional growth and success of data and assist faculty to produce materials for in- processing graduates will depend largely upon structionaluse to supplement those available their ability to keep abreast of changes in this through other sources.Inaddition, the library field. Libraries are information source agencies staff supervises the work of the center. with trained personnel who classify source data According to the American Library Association, and assist those seeking it to find pertinent in- the library budget should be determined in rela- formation quickly. tion to the total budget for educational and gen- Because of its direct relationship to the insti- eral expenditures of the institution; however, the tutional objectives the role of the library learn- amount to be allocated to the library should also ing resource center is threefold: to provide an 12Associa`ion of College and Research Libraries, ALA organized andreadily accessible collectionof Standards forJuniorCollegeLibraries,Chicago,III.: print and nonprint materials needed to meet in- ACRL, 1960, p. 3.

85 be baseo !loon a program of optimal library serv- The faculty and the library staff should coop- ice supportive of the school's objectives. The exe- erate in determining what materials are to be ac cution of the library program outlinedinthe quired and should be responsible for the. final American Library Association standards normally selectionof thematerialsthat supporttheir requires a minimum of five percentof the total courses. They must take the initiative in recom- educational and general budget. This minimum mending materials to keep the library current percentage is for a well-established library with pertinent, and useful. The library staff should an adequate collection. It would have to be aug- supply instructors with periodi-.: lists of recent ac- mentedif there should be a rapid increase in quisitions complete with call numbers. Technical the student body or in course offerings; it would and trade journals should either be circulated again need to be increased if the library should among the teaching staff or placedina staff be made responsible for an audio-visual program. reserve section for a brief time before they aft. The library budget for a newly organized institu- made available for general library use. tion should naturally be considerably larger than Inaddition to reference materials, journals, five percent. and trade publications, a library should have en- Another criterion for the library budget, ap cyclopedias availablefor ready reference and proved by the American Library Association,is should maintain index material such as the Ap- that the funds for acquiring new library materials plied Science and Technology Index to aid staff at an established library should equal or exceed and students in finding recent mate-ial on spe- the cost of the total library staff; the expenditure cific subjects. for acquisition of new library materials should be Itis recommended that microfilms and visual substantially greater when libraries are just start- aid materiels be centered in the library. These ing or when major additions of curricula are being materials should be reviewed and evaluated by made. both the librarian and a member of the teaching The basic budget is related to many factors, staff. This procedure willinform the teaching including the purposes and functions of the in- staff on what visual aids are available and where stitution, adequate prior provision of a basic col- they may be best put to use in the technical lection of print and nonprint materials, growth programs. rateof theinstitution,curriculum change or A well-equipped, modern library-media center growth, type of service rendered; also, to the size should have some type of duplicating services of the faculty, size and kind of student body, available so that copies of library materials may center staff, physical facilities in which the center be easily obtained by students and staff. Such a operates, availability of other learning resources service allows both students and staff to build to fa.;ulty and students, and the extent to which up-to-date files of current articles appropriate to commercial processing centers are utilized. the courses in a program. The service shouie be available to the students at a minimum cost and Library Content free of personal cost to the teaching staff. Further specific suggestions and discussion of Library resources and content must adequately library-media center content for the data process- review the literature devoted to all the subjects ing program follow." in each curriculum and extend somewhat beyond the degree of instructional complexity encoun- teredby studentsinclassroomactivities.It Encyclopedic and Reference Index should also have sufficient resources to meet the Material needs of the faculty as they continue to update This portion of the library-media center con- their professional knowledge of recent develop- tent is basic in that it contains the broadly clas- ments in their respective fields. sified and organized cataloging of all available In this regard, library resources may be classified as basic encyclopedic and reference index 13"American Association of Junior Colleges Associa- material, reference books pertinent to the data tionof College and Research Libraries Guidelines for Two-Year College Library Learning Resource Centers." processing technology, periodicals and journals, College and Research Libraries News, no.9,October and visual aids. 1971, pp. 265-278.

86 knowledge pertinent to the objectives served by COMPUTER AND THE HUMANITIES (NEWSLETTER): the library and the programs which it supports. Queens College of the City University of New York, Fushing, N.Y. 11367 The reference collection includes a wide selec- COMPUTER NEWS: Technical Information Company, Mar- tion of significant subject and general bibliogra- tins Bank Chambers, P.O. Box 59, St. Helier Jersey, phies, authoritative lists, periodical indexes, and British Chan elIslands. standard reference works in all fields of knowl- COMPUTER JOURNAL: The BritishCompu'er Society, Finsbury Court, Finsbury Pavement, London, E.C.2. edge. COMPUTING REPORT FOR THE SCIENTIST AND EN- Everyinstitutionrequiresextensivebiblio- GINEER: Data Processing Division, International Bus- graphical materials for use in locating and veri- - mess Machines Corporation, White Plains, N.Y. 10601 fying items for purchase, for borrowing through COMPUTING REVIEWS: Association fciComputing Ma- chinery, 211 E. 43rd St., New York 10017 interlibrary loan, for providing for subject needs DATAMATION: F. D. Thompson Publication, Inc., 205 W. of users, and for evaluating the collection. Wacker Dr., Chicago 60606 DATA PROCESSING r.'IGEST:Data ProcessingDigest, Inc., 1140 South Robertson Blvd., Los Angeles 90035 Technical Journals and Periodicals DATA PROCESSING FOR EDUCA7ION: American Data ProcessingInc., .4thFloor, Book Building,Detroit The importance of this portion of the library- 48226 DATA PROCESSING MAGAZINE: Data Processing Maga- media center content has previously been em- zine, 134 North 13th Stree+, Philadelphia 19107 phosized. These publications represent the most D.P.M.A. QUARTERLY: Data Processing Management As- recent and most nearly complete presentation of sociation, 505 Busse Highway, Park Ridge,Illinois new knowledge and new applications of princi- 60068 ples in any.specific area of applied science. It is INFORMATION RETRIEVAL LETTER: An, rican Data Proc- essing, Inc., 4th Floor, Book Building, Detroit 48226 essential that both instructors and students make JOURNAL OF MATHEMATICAL ANALYSIS AND APPLI- frequent and systematic use of such literature CATIONS: Academic Press, Inc., 111Fifth Avenue., to keep their technical information current. New York 10003 JOURNAL. OF THE ASSOCIATION FOR COMPUTING MA- re- Careful selectivity should be exercised in CHINERY: 211 E. 43rd Street, New York 10017 taining and binding or in microfilming these per- JOURNAL OF SYMBOLIC LOGIC: Association for Sym- iodicals for permanent library use. Some repre- bolic Logic, Inc., P.O. Box 6248, Providence, Rhode sent important reference material which may be Island 02940 used for many years; however, many should not OPERATIONS RESEARCH QUARTERLY: Pergamon Press Ltd., Headington HillHall, Oxford, England be bound for permanent reference material, be- OPERATIONS RESEARCH: Operations Research Society cause the really important material which they of America, Mount Royal and Guilford Avenues, Bal- contain will be assimilated into a handbook or timore 21202 textbook to be presented in a more compact and SUPERVISORY MANAGEMENT: American Management usable manner within a year or two. Association,Inc., 135 West 50th Street, %NA, York 10020 The following is a typical list of technical jour SYSTEMS AND PROCEDURES: Systems and Procedures nals,periodicals,and trade magazines which Association, 7890 Brookside Drive, Cleveland 44138 would be desirable in the library-media center of an institution offering course work in )-.he area of The Book Collection data processing. The American Library Association states that: AUTOMATION: The Penton Publishing Company, Penton Building, Cleveland, Ohio 44113 . . .a two-year institution of up to 1,000 AUTOMATION AND REMOTE CONTROL: Instrument So- students (full-time equivalent) cannot dis- ciety of America, 530 William Penn Place, Pittsburg charge its mission without a carefully se- 15219 lected collection of at least 20,000 volumes, COMMUNICATIONS OF THE ACM: Association for 'Com- exclusive of duplicates and textbooks. Insti- puting Machinery, 211 E. 43rd St., New York 10017 tutions with broad curriculum offerings will COMPUTERS AND AUTOMATION: Berkeley Enterprises, tend to have larger collections; an institu- Inc., 815 Washington St., Newtonville, Mass. 02160 tion with amultiplicity of programs may COMPUTER CHARACTERISTICS QUARTERLY: Adams As- need a minimum collection of two or three sociate.;Inc., 575 Technology Square, Cambridge, times the basic figure of 20,000 volumes. Mass. 02139 The book holdings should be increased as COMPUTER DIGEST: American Data Processing,Inc., the enrollment grows and the complexity 4th Floor, Book Building, Detroit, Mich. 48226 a.,d depth of course offerings expand. Con-

37 sultation with many junior college librarians ter supporting the program, and eventually an indicates that for most, a convenient yard- elimination of those references which have be stick would be the following: The bookstock come obsolete. should be enlarged by 5,00G volumes for every 500 students(fulltime equivalent) beyond 1,000.'4 Visual Aids Pt the initiation of a data processing p-Dgrarn, it is suggested that the head of the program and The same procedure outlined previously for the librarian review the current pertinent refer the acquisition of books pertinent to the data ence books available and select alist of books processing programisalso suggested for pro- to be placed in the library as regular reference curing the visual aids content in the librarymedia material. A recommended policy is to place in the center. Both the librarian and the head of the librarymedia center only those reference books program should review and evaluate visual aids which are not a part of the regular textbook ma- materials as they become available, and those tarial for the various computer courses. which are deemed appropriate should be bor Itis also suggested that at the beginning of a rowed for special use or purchased for regular program, such as the one recommended by this use. curriculum guide, the library-media center should Media equipment should be available when contain at least 200.300 reference books on vari needed; this is best accomplished with central- ous aspect:, of data processinp computer science ized control of distribution and servicing. Thor- and its related fields. Beyond the initial 200 to ough and continual evaluation is essential to in- 300 books, there should be annual additions to suring that equipment on hand or on order is the reference materials in the library-media cen- sufficient for current and projected requirements.

14Association of College and Research Libraries, op. cit. p. 4.

88 BIBLIOGRAPHY

Abernathy, Elton, Fundamentals of Speech Communica- Coleman, James C. Psychology and Effective Behavior. tion. Dubuque, la.: William C. Brown Publishing Co., Chicago: Scott, Foresman & Company, 1969. 1970. Computer Usage Company & E. A. Weiss. Computer Us- Allendoerfer, Carl B. and Cletus 0. Oakley, Principles of age-360 FORTRAN Programming. New York: McGraw- Mathematics. New York: McGraw-Hill Book Co., 1969. Hill Book Company, 1969. Anderson, Decima M. Computer Programming: FORTRAN gouger, J. Daniel and Loren E. Shannon. FORTRAN IV: A IV. New York: Appleton-Century-Crofts, Inc., 1966. ProgrammedInstruction.4pproach.Homewood,Ill.: American Heritage Dictionary of the English Language. Richard D. Irwin, Inc., 1968. Boston: Houghton Mifflin Co., 1970. Cress,Paul,etal.FORTRAN IVwith WATFOR and Association Computing Machinery. CODASYL Systems WATFIV. EnglewoodCliffs,N.J.:Prentice-Hall,'Inc., Committee Technical Report, "A Survey of Generalized 1970. Data Base Management Systems." Crowdis, David G., etal. Calculus for Business, Biology Bach, G. L. Economics: An Introduction to Analysis and and the Social Sciences. Beverly Hills, Calif.: Glencoe Policy. Englewood Cliffs, N.J.: Prentice-Hall, Inc., 1968. Press. [N.D.]. Bartee, Thomas C. Digital Computer Fundamentals. New Davie, F. E. and H. D. Piper. Guide to Technical Reports. York: McGraw-Hill Book Co., 1966. New York: Holt, Rinehart & Winston, Inc., 1958. Bernard, Solomon 1l.System/360 COBOL. Englewood Dodd. Computing Surveys (vol.1,no.2), "Elements of Cliffs,.N.J.: Prentice-Hall, 1968. Data Management Systems." B/shir, John W. and Donald W. Drewes. Mathematics in Dodes, Irving A. Finite Mathematics: A Liberal Arts Ap- the Behavioral and Social Sciences. New York: Har- proach. New York: Hawthorn Books, Inc., 196-,. court Brace Jovanovich, Inc., [N.D.]. Emerick, Paul L. and Joseph W. Wilkinson. Computer Pro- Bosstick, Maurice and John L.Cable. Patterns inthe gramming for Business and Social Sciences, Home- Sand. Beverly Hills: Glencoe Press, 1971. wood, Ill.: Richard D. Irwin, Inc., 1970. Bowen, Earl K. Mathematics with Applications in Manage- Erb, Everett D. and Douglas Hooker. The Psychology of ment and Economics. Homewood, Ill.: Richard D. Irwin, the Emerging Self. Philadelphia: F. A. Davis Company, Inc., 1967. 1971.- Boyes, R. L., et al. Introduction to Electronic Computing: Fabun, Don. Dimensions of Change. New York: Glencoe A Management Approach. New York: John Wiley & Press, 1971. Sons, Inc., 1971. Farino,MarioV. FORTRANISelf-taught.Englewood Brand Is, Royall. Economics: Principles and Policy. Home- Cliffs, N.J.: Prentice-Hall, Inc., 1969. wood, III.: Richard D. Irwin, Inc., 1963. Farmer, Richard N. Incidents for Introduction to Business. Brightman, Richard W., et al. Data Processing for Decision Belmont, Calif.: Wadsworth Publishing Company, Inc., Making. New York: Macmillan Company, 1971. 1969. Brown, James I. Efficient Reading. Indianapolis, Ind.: D. C. Feingold,Carl. Fundamentals of COBOL Programming. Heath & Company, 1956. Dubuque, la.: William C. Brown Publishing Co., 1970. Buck, Patricia and Lillian Gordon. Communications Skills. Fisher, F. P. and G. F. Swindle. Computer Programming Boston: Little, Brown & Company, 1970. Systems. New York:Holt,Rinehart & Winston,Inc., Burg ly, Sally Weimer and Clarence Bernard Randall. Sys- 1964. tems and Procedures for Business Data Processing. Flores, Ivan. Assemblers and BAL.. Englewood Cliffs, N.J.: Cincinnati: -South-Western Publishing Co., 1968. Prentice-Hall, Inc., 1971._ Flores,Ivan. Computer Programming. Englewood Cliffs, Burke, John G. (ed.).Thr: New Technology and Human N.J.: Prentice-Hall, Inc., 1966. Values. Belmont,Calif.: Wadsworth Publishing Com- Flores, Ivan. Computer Programming System/360. Engle- pany, 1966. wood Cliffs, N.J.: Prentice-Hall, Inc., 1971. Buskirk, Green and Rodgers. Concepts of Business. San Ford, Donald H.Basic FORTRAN IV Programming. Home- Francisco: Rhinehart Press, 1972. wood, Ill,: Richard D. Irwin, Inc., 1971. Cardenas, Alfonso F., L. Presser, and M. A. Martin. Com- Forsythe, Alexandra I.,et al. Computer Science: A First puter Science. New York: John Wiley & Sons, 1972. Course. New York: John Wiley LSons, Inc., 1969. Carson, Rachel. The SilentSpring.Boston: Houghton Freedman, M. David. Principles v: Digital Computer Op- Mifflin Company, 1962. eration. New York: John Wiley & Sons, Inc., 1972. Cashman, Thomas J. Introduction to Computer Program- Freund, John E.Statistics, A First Course.. Englewood ming System/360 COBOL. Fullerton,Calif.: Anaheim Cliffs, N.J.: Prentice-Hall, Inc., 1970. Publishing Company, 1970. Puller, G. Plane Trigonometry. New York: McGraw-Hill Cashman, Thomas J. and Gary B. Shelly. Introduction to Book Co., 1972. Computer Programming IBM System/360 Assemble! Fusfeld, Daniel R. Economics. Lexington, Mass.: D.C. Language. Fullerton, Calif.: Anaheim Publishing Com- Heath and Company, 1972. pany, 1969. Gear, C. William. Computer Organization and Program- Chapin, Ned. 360 Programming in Assembly Language. ming. New York: McGraw-Hill Book Company, 1969. New York: McGraw-Hill Book Company, 1968. Gerald, Curtis. Computers and the Art of Computation. Claffey, William J. Keypunch Operation. Belmont, Calif.: Reading, Mass.: Addison-Wesley Publishing Company, Dickenson Publishing Company, Inc., 1969. Inc., 1972.

89 Germain, Clarence B. Programming We IBM 360. Engle- Keys, William J. and Carl Powell. A Handbook of Modern wood Cliffs, N.J.: Prentice-Hall, Inc., 1968. Keypunch Operations. San Francisco: Canfield Press, Glans, Thomas B., et al. Management Systems. New York: 1970. Holt, Rinehart, and Winston, 1968. Knuth, Donald C. Art of Programming, Vol. - Fundamen- Glos, Raymond E. and Harold A. Baker. Business: Its tal Alogrithms. Reading, Mass.: Addison-Wesley Pub- Nature and Environment, an Introduction; also, accom- lishing Company, Inc., 1968. panying Student Manual. Cincinnati, Ohio: South-West- Kranzberg, Melvin and Carroll W. Pursell, Jr., Technology ern Publishing Company, 1972. in Western Civilization, Vol.II. New York: Oxford Uni- Gnagey, William J. Student's Guide for Psychology and versity Press, 1967. Human Behavior. Glenview, Scott, Foresman and Lazzaro,Victor.Systems and Procedures.Englewood Company, 1970. Cliffs, N.J.: Prentice-Hall, Inc., 1968. Golden, James L. FORTRAN IV, Programming and Com- Leithold, Louis. The Calculus with Analytic Geometry. New puting.EnglewoodCliffs, N.J.:Prentice-Hall,Inc., York: Harper & Row Publishers, Inc., 1968. 1965. Lerner, Joel J. Introduction to Business: A Contemporary Gregory, Robert H. and Richard L. Van Horn. Automatic Reader.EnglewoodCliffs,N.J.:Prentice-Hall,Inc., Data Processing Systems. Belmont, Calif.: Wadsworth 1969. Publishing Company, Inc., 1963. Levin, R. I. and C. A. Kirkpatrick. Quantitative Approaches Haag, James N. Comprehensive Standard FORTRAN Pro- to Management. New York: McGraw-Hill Book Com- gramming. New York: Hayden Book Company, 1969. pany, 1965. Hanson, Peggy L. Keypunching. Englewood Cliffs,N.J.: Lott, R. W. Basic Systems Analysis. San Francisco: Can- Prentice-Hall, inc., 1970. field Press, 1971. Hartman, RichardI.,et al. Modern Business Administra- Mason, Robert D. Statistical Techniques in Business and tion, Introductory Readings. Glenview, Ill.: Scott, Fores- Economics. Homewood, Ill.: Richard D. Irwin, Inc., 1970. man and Company, 1969. McCameron, FritzA. COBOL Logic and Programming. Healy, J. and D. DeBruzzi. Basic FORTRAN IV Program- Homewood, III.: Dow Jones-Irwin, Inc., 1970. ming. Reading, Mass.: Addison-Wesley Publishing Com- McCameron, Fritz A. FORTRAN IV. Homewood, III.: Dow pany, Inc., 1968. Jones-Irwin, Inc., 1970. Heilbroner, Robert i.The Economic Problem. Englewood McConnell, Campbell R. Economics. New York: McGraw- Cliffs, N.J.: Prent;o3-Hall, Inc., 1970. Hill Book Company, 1969. Hellerman, H. Digtfal Computer System Principles. New McCracken, Daniel D. Guide to FORTRAN IV Program- York: McGraw-Hill Boni: Company, 1970. ming. New York: John Wiley & Sons, Inc., 1965. Hicks, Charles R. FoAdamental Concepts in the Design of McCracken, Daniel D. and Umberto GarbasJi. A Guide to Experiments. Ne a York: Holt, Rinehart & Winston, Inc., COBOL Programming. New York: John Wiley & Sons, 1964. Inc., 1970. Hillier, F. S. and 'G. J. Lieberman. Introduction to Opera- McDaniel, W. Introduction to Decision Logic Tables. New tions Research. San Francisco: Holden Day Publishing York: John Wiley & Sons, Inc., 1968. Company, 1967. Meserve, Bruce E. and Max A. Sobel. Introductionto Hodges, John C. and Mary E. Whitten. Harbrace College Mathematics. Englewood Cliffs, N.J.: Prentice-Hall, Inc., Handbook. New York: Harcourt Brace Jovanovich, Inc., 1968. Hoel, Paul G. and Raymond J. Jessen. Basic Statistics Mood, Alexander M. and F. A. Graybill. Introduction to the for Business and Economics. New York: John Wiley & Theory of Statistics. New York: McGraw-Hill Book Com- Sons, Inc., 1971. pany, 1963. Horngren, Charles T. Accounting for Management Control. Morrison, Richard J., Robert E. Nolan and James S. Dev- Englewood Cliffs, N.J.: Prentice-Hall, Inc., 1970. lin. Work Measure in Machine Accounting. New York: Iverson, Kenneth E. A Programming Language. New York: Ronald Press Co., 1963. John Wiley & Sons, Inc., 1962. Murrill, Paul W. and Cecil L. Smith. An Introduction to Jauch, Heinz and Gerald Wohl. The Computer, an Ac- COBOL Programming. Scranton, Pa.: Intext Educational counting Tool. Homewood, III.:Richard D. Irwin,inc., Publishers, 1971. 1965. Murrill,Paul Vt'. andCecil L.Smith.Introductionto Kanter, Jerome. The Computer and the Executive. Engle- FORTRAN IV Programming: A General Approach. Scran- wood Cliffs,N.J.: Prentice-Hall, Inc.,1967. ton, Pa.: Intext Educational Publishers, 1970. Kapur, Gopal K. IBM 360 Assembler Language Program- Musselman, Vernon A. and Eugene H. Hughes. Business: ming. New York: John Wiley & Sons, Inc., 1970. Analysis and Interpretation. Englewood Cliffs, N.J.: Pren- Kattsoff, Louis O. and A. J. Simone. Finite Mathematics. tice-Hall, Inc., 1968. New York: McGraw-Hill Book Company, 1965. Nadler, Gerald. Work Systems Design: The IDEALS Con- Kaufman, Felix.Electric Data Processing and Auditing. cept. Homewood, HI.: Richard D. Irwin,17IC.,[N.D.]. New York: Ronaid Press Co., 1961. Newman, William H. and James P. Logan. Business Poli- Keith, l.. A. and C. E. Gubellini. Introduction to Business cies and Central MImagement. Cincinnati, Ohio: South- Enterprise. New York:McGraw-Hill Book Company,, Western Publishing Company, 1965. 1967. Nolan, R. L. FORTRAN IV, Computing and Applications. Kemeny, John G.,et al. Finite Mathematical structures. Reading, Mass.: Addison-Wesley Publishing Company, Englowood Cliffs, N.J.: Prentice-Hall, Inc., 1959. Inc., 1971.

90 Optner, Stanford L, Systems Analysis for Business Man- Sokolnikoff, Ivan S. and R. M. Redheffer. Mathematics of agement. EnglewoodCliffs,N.J.:Prentice-Hall,Inc., Physics and Modern Engineering. Now York: McGraw- 1968, Hill Book Company. 1966. Organick, E. A FORTRAN IV Primer. Reading, Mass,: Ad- Spencer, D. A Guide to Basic Programming: A Time- dison-Wesley Publishing Company, Inc., 1966. SharingLanguage.Reading,Mass.:Addison-Wesley Owen, G. Finite Mathematics and Calculus: Mathematics Publishing Company, Inc., 1970. for the Social and Management Sciences. Philadelphia, Spitzbarth,L.M. Basic COBOL Programming. Reading, Pa.: W. B. Saunders Co., 1971. Mass.: Addison-Wesley Publishing Company, 1970. Pactor, P. and G. Kargills. Card-Punch Machine Opera- Sterling, Theodore D. and Seymour V. Pollack. Computing tion. New York: McGraw-Hill Book Company, 1968. and Computer Science. New York: Macmillan Company, Payne, E. A. and W. F. Payne, Easily Applied Principles 1970. of Keypunching. Englewood Cliffs,N.J.: Prentice-Hall, Stern, Nancy B. and Robert A. Stern. COBOL Program- Inc., 1969. ming. New York: John Wiley & Sons, Inc., 1970. Payne, William. Machine, Assembly, and Systems Pro- Stockton, John R, and Charles T. Clark, Introduction to gramming for the IBM 360. New York: Harper & Rov Business and Economic Statistics.Cincinnati,Ohio: Publishers, Inc., 1969. South-Western Publishing Company, 1971. Peterson, Elmore, et al. Business Organization and Man- Struble, George W. Assembler Language Programming: agement, 5th edition. Homewood, Richard 0, Irwin, The IBM System/3t'0 Reading, Mass,. Addison-Wesley Inc., 1962. Publishing Company, Inc., 1969. Peterson, W. S. and J S. Holz. FORTRAN IV and the IBM Strunk, William S., Jr, d E. B. White. Elements of Style. 360. New York: McGraw-Hill Book Company, 1971. New York: Macmillan Company, 1959. Poe, Jerry B. The American Business Enterprise. Home- Stuart,irederick, FORTRAN Programming. New York: wood, Ill.: Richard D. Irwin, Inc., 1969. John Wiley & Sons, Inc., 1968. Price, W. T. and M. Miller, Elements of Data Processing Taylor, Angus E. Advanced Calculus. New York: Blaisdell Mathematics. New York: Nor., Rinehart & Winston, Inc Publishing Company, 1955. 1967. Thomas, George B. Calculus. Reading, Mass.: Addison- Pyle, William W. and John Arch White. Fundamental Ac- Wesley Publishing Company, Inc., 1969. counting Principles; also, accompanying Work Papers University of Texas at Austin. Remote File Management Homewood, Ill.: Richard D. Irwin, Inc., 1966. System. (TS0-1) Reynolds, Lloyd G. Economics: A General Introduction. Volker, Benjamin W. and Andrew S. Wargo, Fundamen- Homewood, III.: Richard D. Irwin, Inc., 1969. tals of Finite Mathematics. Scranton, Pa.: Intc.s.xt Educa- Ross, William D. Business in a Free Society. Columbus, tional Publishers, M.D.]. Ohio: Charles E. Merrill Books, Inc., 1966. Ward, Ritchie R. Practical Technical Writing. New York: Salmon, Lawrence J. IBM Machine Operation and Wiring. Alfred A. Knopf, Inc., 1968. Belmont, Calif.: Wadsworth Publishing Company, Inc., Webster's ,eventh New Collegiate Dictionary. Springfield, Md.: Merriam, G. and C., 1965. 1967. Weeks, Francis W. ReadingsinCommunication. New Senley, Robert T. Calculus of One Variable. Glennier, Ill.: York: Holt, Rinehart & Winston, Inc., 1961. Scott Foresman Publishing Company, 1968. Wegner, Peter. Programming Language, Information Struc- Sharvey, R. Outline of Logic. Totowa, N.J.: Littlefield, Ad- tures, and Machine Organization. New York: McGraw- ams & Compan}, 1962. Hill Book Company, 1968. Shelly, Gary B. anThomas J. Cashman. /BM System/360 Weinland, James D. How to Think Straight. Totowa, N.J.: Assembler Language Disk/Tape Advanced Concepts. .Littlefield, Adams & Company. 1963. Fullerton, Calif.: Anaheim Publishing Company, 1970. Weiss, E.A. Computer Usage/360 Assembly Program- Sherman, Theodore A. Modern Technical Writing. Engle- ming. New York: McGraw-Hill Book Company, 1970. wood Cliffs, N.J.: Prentice -Hail, Inc., 1966. Wilkinson, Joseph W. Accounting with the Computer: A Silver, Gerald A. Simplified FORTRAN IV Programming. Practice Case. Homewood, Ill.:Richard D. Irwin,Inc., New York: Harcourt Brace Jovanovich, Inc., 1971. 1969. Slater, L. Why, What, How to Read. Westminster, Md.: Wykstra, Ronald A. Introductory Economics. New York: Random House, Inc., 1971. Harper & Row Publishers, Inc., 1971. Snow, C. P. The Two Cult.ires and a Sqcond Look. Cam- Zelko, Harold P. Business and Professional Speech Com- bridge, Mass.: Cambridge University Press, 1963. munication. New York: Holt, Rinehart & Winston, 1965,

91 APPENDIXES

Appendix A A SelectedList of Film Distributors

American Telephone and Telegraph General Motors Corporation (Write or phone local office.) Film Library Warren, Michigan 48089 Bell Telephone Company (Write or phone local office.) Harvard University Cambridge, Massachusetts 02138 California Computer Products John Wiley & Sons, Inc. 2411 W. La Palma Avenue Educational Services Anaheim, California 92801 605 Third Avenue City University of New York New York, New York 10036 Audio-Visual Center Ideas Information School of Business & Public Administration P.O. Box 446 17 Lexington Avenue Melbourne, Florida 32901 New York, New York 12452 Massachusetts Institute of Technology Data Processing Management Association Electronic Systems Laboratory 505 Busse Highway Cambridge, Massachusetts 02139 Park Ridge, Illinois 60668 Modern Talking Picture Service, Inc. Detroit Public Schools 2323 New Hyde Park Road 5057 Woodward Avenue New Hyde Park, New York 11040 Detroit, Michigan 48202 National Cash Register Company DeVry Technical Institute Audio-Vistial Section 4141 Delmon'i Avenue Dayton, Ohio 45409, Chicago, Illinois 60641 National Film Board of Canada 680 Fifth Avenue Educational Development Center New York, New York 10036 39 Chapel Street Newton, Massachusetts 02158 National Science Film Library 1762 Carling Encyclopedia Britannica, Inc. Ottawa 13, Ontario, Canada Educational Division 425 North Michigan Avenue NET Film Service Chicago, Illinois 60611 Indiana University Audio-Visual Center Film Assoc' lies of California 1159 Santa Monica Boulevard Bloomington, Indiana 47401 Los Angeles, California 90025 Orange Coast Junior College Costa Mesa, California 92626 Ford Motor Company Oregon State University Film Library Division of Continuing Education The American Road A. V. Section, Coliseum 131 Dearborn, Michigan 48121 Corvallis, Oregon 97331 General Dynamics Pennsylvania State University Electronic Division Audio-Visual Services San Diego, California 92101 University Park, Pennsylvania 16802 General Electric Company Purdue University FPD Technical Information Center Audio-Visual Center Cincinnati, Ohio 45215 Lafayette, Indiana 47907 General Electric Educational Films Radio Corporation of America 60 Washington Avenue Film Library Schenectady, New York 12305 Camden, New Jersey

92 Rand Corporation Un!versIty of California 1700 Main Street Media Center Santa Monica, California 90401 Film Distribution Recognition Equipment Incorporated Berkeley, California 94720 815 Connecticut Avenue Washington, D.C. 20015 University of Georgia Ree life Productions Film Library 1809 Via Visalia Center for Continuing Education Palos Verdes Estates, California 90275 Athens, Georgia 30601 Systems Development Corporation University of Illinois 2500 Colorado Avenue Santa Monica, California 90404 704 South Sixth Street Champaign, Illinois 61820 U.S. Navy (Write or phone the nearest U.S. Navy Base.) University of Iowa Union Carbide Corporation Audiovisual Center 270 Park Avenue Division of Extension and University Services New York, New York 10017 Iowa City,101A352240 UNIVAC Film Library UNIVAC Division Ilniversity of Michigan Sperry Rand Corporation Audio-Visual Education Center P.O. Box 8100 416 Fourth Street Philadelphia, Pennsylvania 10117 Ann Arbor, Michigan 48103

93 Appendix B

A Selected List of Professional Societies and Associations In The Field of Data Processing

AMERICAN FEDERATION OF INFORMATION History PROCESSING SOCIETIES (AFIPS) ACN was organized in 1947 as the Eastern As- 210 Summit Ave., sociation for Computing Machinery. In 1948, the Montvale, N. J. b7645 word Eastern was dropped, and the organization has since been known as the Association for Com- History puting Machinery. AFIPS is an outgrowth of the National Joint Purpose Computer Committee (NJCC), which was organized in 1951 for the purpose of sponsoring and The Association for Computing Machinery is coordinating the Eastern and Western Joint Com- perhaps the most technically oriented of all the puter Conferences. It was recognized that infor- computer and data processing organizations. The mation processing had become a national con- purposes of ACM are: (1) "To advance the sci cern and a need existed for a centralized infor- ences and arts of information processing 'nclucl mation source.In recognition of this problem, ing, but not restricted to, the study, design, de- members of the NJCC caused the AFIPS to be velopment, construction, and application of mod- formed on May 10,1961. ern machinery, computing techniques and appropriate languages for general information process- Purpose ing, for scientific computation, for the recognition, storage, retrieval, and processing of data AFIPS is a society founded to promote the ad- of all kinds, and for the automatic control and vancement and dissemination of knowledge of the simulation of processes." (2) "To promote the information processing societies. Some of the free interchange of information about the sci- purposes of AFIPS included initsconstitution ences and arts of information processing both are: "To promote unity and effectiveness of effort among specialists and among the public in the among all those who are devoting themselves to best scientific and professional tradition." information processes by research, by application of its principles, by teaching or by study; and Membership to foster the relations of the sciences of information processing to other sciences and to the arts Any person or institution having interest in ac- -and industries." cord with the purposes of the association may obtain membership. There are three recognized classesofmembership:institutional,regular Membership member, and student member. Consists of members of associated societies who are engaged in, closely related to, or inter- Publications ested in the information processing sciences. Journal of the Association for Computing Machinery Publications Communications of the ACM Proceedings (each Joint Computer Conference) Computing Reviews

ASSOCIATION FOR COMPUTING MACHINERY ASSOCIATION FOR EDUCATIONAL DATA (ACM) SYSTEMS (AEDS) 1133 Avenue of the Americas 1201 16th St., N.W. New York, N.Y. 10036 Washington, D.C. 20036

94 History ASSOCIATION OF DATA PROCESSING SERVICE ORGANIZATIONS (ADAPSO) AEDS was formed in 1962 as a professional association for educational data processing and in 551 5th Ave., formation management personnel. New York, N.Y. 10017 History Membership ADAPSO was the result of a meeting in early AEDS membership consistsofdirectorsof 1960 between groups of company representatives school data processing centers, officials of state who came together to consider the feasibility of departments of education, and directors of col- organizing. Subsequent meetings were conducted lege and university computer centers.' and the result was the formation of the ADAPSO on June 8, 1960. The first headquarters office Publications was established in January, 1963. AEDS Bulletin Purpose EDF Newsletter Journal of Educational Data Processing ADAPSO serves member companies through an inquiry service, legislative activity, simplified accounting, salary surveys, the development of ethical standards, the determination of liability, ASSOCIATION FOR SYSTEMS MANAGEMENT and by enhancing a better understanding with (ASM) the professions, especially accounting, law, en 24587 Bagley Road gineering, banking, and management consulting Cleveland, Ohio 44138 Membership History Consists of service center organizations con- . In May, 1944, a group of businessmen organ- cerned with serving clients through data process- ized themselves inPhiladelphia for study,re- ing for a profit. search, and training. Several years later, the Phil- Publications adelphia group merged with a similar group in Delaware. The resultofthis and subsequent ADAPSO News mergers was the, formation of the Systems and ADAPSO Proceedings Procedures Association. In 1969, the name was Directory of Data Processing Service changed to Association for Systems Management. Organizations Computer Services Journal (bimonthly) Purpose Industry Survey of Computer Services To gain information and exchange ideas rela- Industry (annual) tive to systems and procedures. The association collects and disseminates information onsys- BUS'NESS EQUIPMENT MANUFACTURERS tem courses taught throughout the nation. ASSOCIATION (BEMA) 1828 L St., N.W. Membership. Washington, D.C. 20036 Open tothose who areactively engagedin systems and procedures. History Organized in 1916 as the Office Equipmeni Publications ManufacturersInstitute and renamedinJuly 1961, BEMA representstheentirebusiness Journal of Systems Management (monthly) equipment industry which consists of approxi- International Newsletter mately 50 manufacturers of computers, office Ideas on Management (annual) machines, furniture, and related supplies.

95 Purpose Publications To conduct programs designed specifically for Journal of Data Management the needs and problems of member companies. Data Processing Proceedings From Among these programs are included market re- International Conferences (annual) search, establishment of standards, and the operation of the Business Equipment Exposition/ INTERNATIONAL FEDERATION FOR Conference. INFORMATION PROCESSING (IFIP) 32, rue de l'Athene 1206 Publications Geneva, Switzerland News Bulletin Annual Report History The decision to form IFIP was the result of a conference sponsored by the United Nations cul DATA PROCESSING MANAGEMENT tural organization which was heldinParisin ASSOCIATION (DPMA) 1959. The organization was officially formed on 505 Busse Highway January 1, 1960. Park Ridge, Illinois 60068 Purpose History To promote international cooperation for the The National Machine Accountants Association advancement of the science of information proc- was formed in 1951. In the ten-year period fol- essing and the examination of related mathemati- lowing the formation of the National Machine cal and technical problems. Accountants Association data procesSing activities increased at an astounding rate. This rate Membership increase was due primarily to the acceptance of Restrictedtooneorganizationfromeach the electronic computer as a vital tool in business country. and industry. To reflect the changes in the role of data processing, the National Machine Ac Publications countants Association was reorganized as the DataProcessingManagementAssociationin IFIP Bulletin June, 1962. IFIP News Proceedings of IFIP (semiannual) Purpose Simulation (monthly) DPMA is dedicated to improving the data proc- OPERATIONS RESEARCH SOCIETY OF AMERICA essing profession by creating better understanding of the characteristics and functions of data (ORSA) processing, especially as they relate to needs for 428 E. Preston St. education, dissemination of knowledge, solutions Baltimore, Maryland 21202 of problems, and the proper relationship of data processing to management. History Founded under the leadershipofProfessor Membership Philip M. Morse at Arden House, Harriman, New York, in 1952. DPMA has three classes of membership: regular, associate, and honorary. Persons employed Purpose inmanagerial positionsindata processing in- stallations are eligible for regular membership. Advancement of operations research through Associate memberShip is open to those whose exchange of information, the establishment and occupational activities are related to direct sell- maintenance of professional standards of com- ing of data processing equipment and supplies. petence for work known as operations research,

96 improvement of methods and techniques of oper- SOCIETY FOR AUTOMATION IN BUSINESS ations research, and the encouragement and de- EDUCATION (SABE) velopment of students of operations research. 2-76 Union Northfield, Vermont 05663 Membership History Persons meeting certain professional requirements may be elected members; others may be- Formed in May, 1961. come associate members. Purpose Publications To advance the cause of business education by accelerating an interest in an involvement with Operations Research, The Journal of the automation,computersdataprocessing,pro- Operations Research Society of America grammed learning, and related areas. Operations Research Bulletin International Abstracts in Operations Publications Research SABE Data Processor Transportation Science (quarterly) Directory (annual) SOCIETY FOR TECHNICAL COMMUNICATION (STC)

PROJECT ON INFORMATION PROCESSING (PIP) 1010 Vermont Avenue, N.W. Washington, D.C. 20005 Montclair State College Upper Montclair, History New Jersey 07043 In 1953, two organizations interested in im- History proving the practices of technical communication were founded simultaneously on the East Coast. In 1961., the International Business Machines These two groups merged, and the new organiza- CorporationcontactedtheNational Science tion later merged with a third group that had Teachers Association in an attempt to devise a been founded on the West Coast. This merger solution to the problem of relating modern data became the Society of Technical Writers and processing techniques to the classrooms. As a Publishers in 1960. The current name was adopt- result of this contact a committee of representa- ed early in 1972. Itis the world's largest profes- tives from interested groups was formed and in sionalsociety concerned withtechnicalcom- 1961 (PIP) was designated as a project on in- munication. formation processing with headquarters at Mont- clair State College. PIPis no longer affiliated Purpose with the National Science Teachers Association, but is a part of Montclair State Coiiege. The society is dedicated to the advancement of the theory and practice of technical communication in all media; aims primarily are for the edu- Purpose cation,improvement, and advancement ofits To serve as a clearing house for information members. on computer education in the secondary schools. Membership. Publications Applicants for membership must have been engaged actively full-time in some phase of techni- Careers in Electronic Data Processing cal communication for at least one year. Appli- Computers Theory and Uses cants for affiliate membership must be actively PIP Newsletter engaged in some phase of technical communica-

97 tion in allied arts and sciences. Student members Publications must be enrolled full time in an accredited college,junior college,or technicalschool.Stu- Technical Communication (quarterly) dent chapters may be formed when sponsored by Intercom Newsletter (quarterly) professional chapters and approved by the Soci- ety's Board of Directors. Proceedings (annual)

UNIVERSITY OF CALIF. LOS ANGELES

JAN 1 i 1974

CLEARINGHOUSE FOR JUNIOR-COLLEGE INFORMATION

98 APPENDIX C Course Title Summary of the Curriculum Pilot Study Semesters taught Number ofsections Number ofstudents Advanced BusinessAssembly LanguageLanguage ProgrammingProgramming Fall,Spring, 1972 1972 21 4115 ArchitectureBusiness Statistics of Computers and Programming Fall,Spring, 1972 1972 11 31 8 co ComputerIntroduction Operations to Assembly Language Programming Spring,Fall,Fall, 1972 1972 1972 34 108 73 Introduction to Business Language Programming Summer,Spring,Fall, 1972 1972 1972 4 74 SpecialIntroduction Projects to Computers and Programming Summer,Fall, 1972 1972 2 132 8 Systems Analysis Spring,Fall, 1972 1972 2 32