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The First Workshop on Cyber-Physical Systems Education
Cyber-physical systems (CPS) are engineered systems that are built from and depend upon the synergy of computational and physical components. As CPS continue to grow in prevalence and complexity, their designers face the challenge of managing constraints across multiple knowledge domains such as software, transducers, signal processing, communication and networking, computer architecture, controls, simulation, and modeling of physical processes. The CPS of tomorrow will need to far exceed the systems of today in capability, adaptability, resiliency, safety, security, and usability. These requirements have not yet caught up with the engineering and computer science curricula that continue to view present-day CPS as little more than the embedded microcontroller systems of the past. A growing group of domain experts typically contribute individual components of a CPS design, but they often lack the cross-disciplinary knowledge of how these components interact in composition with others. As the prevalence and sophistication of cyber-physical systems increases, so does the need to define the basic components of such an education and the best means to deliver such an education at various levels of training and academic preparation. This First Workshop on CPS Education makes some initial inroads towards a systematic approach to cyberphysical systems education, with emphasis on the following target outcomes of a solid CPS education, where a student: A. Applies mathematical models of physical systems, cyber systems, and their composition. B. Designs and conducts simulations and tests of a cyber-physical system and analyzes the results. C. Applies good engineering practices in the design of a system that mixes cyber and physical components subject to constraints including safety, security, cost, and dependability. D. Functions effectively on multi-disciplinary teams spanning cyber and physical domains. E. Identifies, formulates, and solves engineering problems that have both cyber and physical aspects. F. Understands the professional and ethical responsibilities of the design of life- and safety-critical systems. G. Communicates effectively across cyber and physical domains. H. Understands how design decisions in the cyber domain may affect the physical domain and vice-versa. I. Recognizes the need for, and ability to engage in life-long learning. J. Is knowledgable of contemporary issues with cyber-physical systems. K. Uses appropriate techniques, skills, and modern engineering tools that span the cyber and physical domains. The papers selected for publication in CPS-Ed 2013 each, in a unique way, address one or more of the above qualities of a good cyber-physical systems engineer. Topics include canonical CPS projects that employ modeling, design, analysis, and implementation, with a clear application space or domain expertise; ideas towards building a library of reusable and adaptable laboratory modules from many domains; examples of cross-domain collaboration in the development of a CPS; curriculum that contributes to better CPS engineering; community needs for educational tools, testbeds, benchmarks, tutorials, or textbooks; and advances towards expanding CPS education to audiences as broad as K-12 or massive online courses. The response by the community to the CPS-Ed Workshop was highly positive and this high level of excitement clearly indicates that CPS education is relevant, timely, and emergent. We present the proceedings in the hope they inspire, provoke, and contribute to the cyber-physical systems community. Sincerely, CPS-Ed 2013 Organizers Magnus Egerstedt Rajesh Gupta Jeff C. Jensen Edward A. Lee CPS-Ed 2013 Sponsors Ted Baker Helen Gill NSF CPSWeek 2013 CPS-Ed 2013 Program Committee Ken Butts Georgios Fainekos Jeannie Falcon Phil Koopman Brad Martin Peter Marwedel Steve Miller Raj Rajkumar Konrad Slind Sandeep Shukla Jonathan Sprinkle
Cyber-physical systems (CPS) are engineered systems that are built from and depend upon the synergy of computational and physical components. As CPS continue to grow in prevalence and complexity, their designers face the challenge of managing constraints across multiple knowledge domains such as software, transducers, signal processing, communication and networking, computer architecture, controls, simulation, and modeling of physical processes. The CPS of tomorrow will need to far exceed the systems of today in capability, adaptability, resiliency, safety, security, and usability. These requirements have not yet caught up with the engineering and computer science curricula that continue to view present-day CPS as little more than the embedded microcontroller systems of the past. A growing group of domain experts typically contribute individual components of a CPS design, but they often lack the cross-disciplinary knowledge of how these components interact in composition with others. As the prevalence and sophistication of cyber-physical systems increases, so does the need to define the basic components of such an education and the best means to deliver such an education at various levels of training and academic preparation. This First Workshop on CPS Education makes some initial inroads towards a systematic approach to cyberphysical systems education, with emphasis on the following target outcomes of a solid CPS education, where a student: A. Applies mathematical models of physical systems, cyber systems, and their composition. B. Designs and conducts simulations and tests of a cyber-physical system and analyzes the results. C. Applies good engineering practices in the design of a system that mixes cyber and physical components subject to constraints including safety, security, cost, and dependability. D. Functions effectively on multi-disciplinary teams spanning cyber and physical domains. E. Identifies, formulates, and solves engineering problems that have both cyber and physical aspects. F. Understands the professional and ethical responsibilities of the design of life- and safety-critical systems. G. Communicates effectively across cyber and physical domains. H. Understands how design decisions in the cyber domain may affect the physical domain and vice-versa. I. Recognizes the need for, and ability to engage in life-long learning. J. Is knowledgable of contemporary issues with cyber-physical systems. K. Uses appropriate techniques, skills, and modern engineering tools that span the cyber and physical domains. The papers selected for publication in CPS-Ed 2013 each, in a unique way, address one or more of the above qualities of a good cyber-physical systems engineer. Topics include canonical CPS projects that employ modeling, design, analysis, and implementation, with a clear application space or domain expertise; ideas towards building a library of reusable and adaptable laboratory modules from many domains; examples of cross-domain collaboration in the development of a CPS; curriculum that contributes to better CPS engineering; community needs for educational tools, testbeds, benchmarks, tutorials, or textbooks; and advances towards expanding CPS education to audiences as broad as K-12 or massive online courses. The response by the community to the CPS-Ed Workshop was highly positive and this high level of excitement clearly indicates that CPS education is relevant, timely, and emergent. We present the proceedings in the hope they inspire, provoke, and contribute to the cyber-physical systems community. Sincerely, CPS-Ed 2013 Organizers Magnus Egerstedt Rajesh Gupta Jeff C. Jensen Edward A. Lee CPS-Ed 2013 Sponsors Ted Baker Helen Gill NSF CPSWeek 2013 CPS-Ed 2013 Program Committee Ken Butts Georgios Fainekos Jeannie Falcon Phil Koopman Brad Martin Peter Marwedel Steve Miller Raj Rajkumar Konrad Slind Sandeep Shukla Jonathan Sprinkle