The subset of knowledge areas on which a curriculum is focused, when coherently chosen, defines the competency area(s) of the curriculum.

Competency area ⊆ Knowledge model.

Three representative competency areas are presented in CS2023:

• Software Development – the knowledge areas that prepare a student to be a journeyman programmer. These include Software Development Fundamentals (SDF), Algorithmic Foundations (AL), Foundations of Programming Languages (FPL), and Software Engineering (SE) knowledge areas.
• Systems Development – the knowledge areas that prepare a student to provide essential services including non-functional requirements. These include Systems Fundamentals (SF), Architecture and Organization (AR), Operating Systems (OS), Parallel and Distributed Computing (PDC), Networking and Communication (NC), Security (SEC), and Data Management (DM).
• Applications Development – the knowledge areas that prepare a student with problem-specific or solution-specific knowledge in addition to software development. These include Graphics and Interactive Techniques (GIT), Artificial Intelligence (AI), Specialized Platform Development (SPD), Human-Computer Interaction (HCI), Security (SEC), and Data Management (DM).

Society, Ethics, and the Profession (SEP) and Mathematical and Statistical Foundations (MSF) are part of all competency areas. Note that the Software competency area is a prerequisite of the other two competency areas. This list of competency areas is meant to be neither prescriptive nor comprehensive. Other competency area(s) may be based on institutional mission and local needs. Examples include Computing for the social good, Scientific computing, and Secure computing.

Professional dispositions are malleable values, beliefs, and attitudes that enable consistent behaviors desirable in the workplace [...] they refer to the willingness and intent to apply the skills to complete a task. They are sought by employers and are essential for succeeding in the workplace. [...] student’s development than others, e.g., being persistent is essential at introductory levels, whereas Some dispositions are more important at certain stages in a dispositions with knowledge areas instead of individual tasks makes it easier for educators to being self-directed is expected at advanced levels of study. Group projects call for collaborative knowledge area. disposition whereas mathematical foundations demand meticulous disposition. So, associating repeatedly and consistently promote dispositions during the accomplishment of tasks relevant to the