THE START OF ACADEMIC COMPUTER

RESEARCH, FORMING A COMPUTER SCIENCE

CENTER AT THE UNIVERSITY OF MARYLAND∗

Jack Minkerminker@cs.umd.edu

Department of Computer Scienceand

Institute for Advanced Computer StudiesUniversity of Maryland at College Park

College Park, Maryland, U.S.A.

ABSTRACT

Computing as a University of Maryland-wide activity started February 1,1962 when Dr. WernerC. Rheinboldt was hired as Director of the Computer Science Center. I trace the beginning of com-puting at Maryland starting in the late 1940s and the first courses on computing. I describe eventsleading to the hiring of Rheinboldt, the formation of the Computer Science Center, Rheinboldt’sobjectives to provide a computation facility, with research and educational components, and howthose objectives were achieved. I discuss the role of Mr. John Menard, Assistant Director of theCenter and the accomplishments of Dr. William F. Atchison as Director of the Center, followingRheinboldt’s resignation as Director in 1965. Also discussed are the education program in computerscience and developments leading to the start of the Computer Science Department on July 1, 1973.A companion paper, [5], describes the starting years in the Department.

DEDICATED TO1:

Werner C. Rheinboldt

John Menard

and

William F. Atchison

1918–1998

∗This paper and a companion paper [5] are condensations of a technical report, Beginning of Computing andComputer Science at the University of Maryland, [4], dated September 15, 2003. To save space, most footnotes areomitted and can be found in [4].

1The history of computing at Maryland is indebted to Werner C. Rheinboldt, first Director of the Center, who hadthe vision to make it all happen. He was assisted ably by John Menard, Assistant Director of the Center. WilliamF. Atchison succeeded Rheinboldt as Director and enhanced the Center. He was Chair of the ACM Curriculum 68Report that defined the first computer science curriculum.

1 Formation of the Computer Science Center

Computing at the University of Maryland (UMD) started in the 1940s. This paper covers twomajor areas: the 1940s to the start of the Computer Science Center (CSC), February 1, 1962;and February 1962 to the start of the Computer Science Department CSD, July 1,1973. A thirdperiod, 1973-1979, the starting years of CSD, is covered in a companion paper [5].

Section 1.2 describes beginning courses that taught about computers, events that led to theformation of CSC, and the hiring of the first Director, Dr. Werner C. Rheinboldt. It also describesRheinboldt’s impressive work between August 1961 when he became a consultant to the Universityuntil February 1, 1962 when he became Director.

Section 2 discusses Rheinboldt’s objectives for CSC, and his efforts in selecting computers, con-structing a building, hiring a staff and faculty for research and education. In addition to developingthree degree programs: Master of Science, Doctor of Philosophy, and Bachelor of Science, I discussthe unique contribution made at UMD to develop a world-wide curriculum in computer science(CS) under the auspices of the Association for Computing Machinery (ACM). Dr. William F.Atchison, who succeeded Rheinboldt as Center Director in 1966, was Chair of the ACM CurriculumCommittee, Rheinboldt was a founding member, and Earl J. Schweppe, first professorial facultymember hired by Rheinboldt, all contributed substantially to the development of a world-wide CScurriculum.

1.1 Beginning State of Digital Computing in Universities in the United States

As noted by Aspray [1], CS started in American universities in the 1940s. Five universities playedimportant roles in establishing computing: MIT, Harvard University, University of Pennsylvania,Columbia University, and Princeton University. Harvard’s work revolved around Howard Aiken,who, together with engineers from IBM , developed the Mark I computer in 1945. The Universityof Pennsylvania, under the direction of John Mauchly, and J. Presper Eckert, led the team thatdeveloped the Electronic Numerical Integrator and Calculator (ENIAC), the world’s firstelectronic calculator, completed in 1946 at the Moore School of Electrical Engineering. ColumbiaUniversity and IBM established the Watson Scientific Computing laboratory at Columbia in 1945.Analog computing at MIT extends back to the 1920s and 1930s with Vannevar Bush and theDifferential Analyzer. The strong engineering capability at MIT led to the development of thefirst real-time computer, the Whirlwind, in 1949, under Jay Forrester. Princeton University,influenced by John Von Neumann who developed the Institute for Advanced Studies computer,started computer activities in the late 1940s. These universities introduced computer courses intotheir curricula in the late 1940s. Aspray considers 1945 the start of academic computing.

In the 1950s, computers were introduced at the universities of Illinois, Michigan, and Purduewhich developed strong computer education programs. CS programs were developed at Stanfordin the early 1960s, and at Carnegie Mellon in 1965. As noted by Aspray, [1],

The first doctoral program with the name “computer science,” was not formed untilthe 1960s, and it was not until the 1980s that the National Science Foundation gavethe same institutional status of computer science as it confers upon traditional scientificdisciplines such as physics, mathematics, or chemistry.

The designation of CS as a distinct discipline within NSF came during the period 1980–1982when the CS Section was under the Division of Mathematics. The Advisory Committee to the CSSection believed it important that it become a Division of its own, since CS was a discipline inits own right, increasingly important, and needed independence to flourish and meet its potential.

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The issue was brought to the NSF administration, which decided that the CS Section would bemade a Division2.

1.2 Computing at Maryland Before 1962

1.2.1 Computer Usage

The use of computers for research and administration at UMD started in the late 1940s/early 1950sin many departments. As noted in an undated memorandum by Rheinboldt (circa 1962), “The lackof a central computing center on the campus has not prevented the build-up of a substantial com-puting effort for the research projects of a large number of faculty members. . . ., these computingefforts have made extensive use of the machines available in the area, but they were often hinderedby these inadequate or inconvenient arrangements. . . .” The most substantial computing projectswere in the Physics Department in high-energy nuclear physics projects. An accurate figure of timeused per week for these computations is not known.

Other units using computers were, the Institute for Fluid Dynamics and Applied Mathematics,and the Departments of Mathematics, Chemistry, Social Science, Animal Husbandry, Engineering,and the Baltimore campus’s School of Medicine.

There were several computers on the College Park campus: an IBM − 1401 for administrativework, primarily as a printer; an LPG 30 for space research in Physics, although considered ‘generalpurpose,’ was intended for small scale scientific computing3; and an IBM − 1620 computer in theCollege of Engineering for research and teaching. The IBM − 1620 was used for some research inengineering, and for assembly language coding in the course EE 131, Electronic Digital Computers.The IBM 1620 was a general-purpose, stored program data processing system for small businesses,engineering departments of small companies, and universities4. These computers could not possiblyprovide computer support for education or research on a campus as large as the University ofMaryland. It was not until the CSC purchased an IBM − 7090 in 1963 that there started to besufficient computer power on campus for general use in research and education.

1.2.2 Computers and Education

The first course to discus computers for calculations was by Dr. Harry Polachek, a part-timeAssociate Professor in the Mathematics Department. Polachek worked at the Naval ResearchLaboratory and headed their computing activities. He taught UMD’s first courses on numericalanalysis, Numerical Analysis, Math 135 for undergraduates in the fall ’48, and Advanced NumericalAnalysis, Math 235 in the following semester.

The earliest course on computer programming, Math 156, Programming for High Speed Com-puters, was introduced by Assistant Professor David M. Young Jr. of the Mathematics Department

2I was Chair, Advisory Committee on Computing to the CS Section of NSF during the period 1980–1982. Iaccompanied Kent Curtis, Director of the CS Section, to discuss, with top NSF administrators and two prominentmathematicians, making the Section a Division within NSF . The mathematicians did not support a split of CS fromthe Mathematics Division. I noted the difficulty of finding someone acceptable to both mathematicians and computerscientists. To illustrate my point, I proposed an applied mathematician, who was also a distinguished numericalanalyst and computer scientist be appointed Director of a joint Mathematics/CS Division. The mathematiciansrefused to consider an applied mathematician as head of the Division. I believe that this diminished their arguments,and convinced NSF to make the CS Section a separate division.

3The LPG 30 had a 31 bit including a sign bit, a 4096 size memory, .260 milliseconds access time between twoadjacent physical memories; access times between two adjacent addresses of 2.340 milliseconds, and had 16 instructionsusing half word format.

4The IBM 1620 had a core storage of 60,000 digits, internal processing speed of 20 microseconds, a simplifiedtwo-address instruction format, and 32 commands.

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in spring 1955. Young had worked at the Army Proving Grounds and then taught at UMD from1952-1955. Students visited the Proving Grounds to use the Ordvac computer. They programmedin machine language—FORTRAN was not available until 1956. About 30 students took the course.The catalog description reads,

Prerequisite - Math 21 (Calculus) or equivalentGeneral characteristics of high-speed automatic computers: logic of programming, prepa-ration of flow charts, preliminary and final coding; scaling, use of floating point routines,construction and use of subroutines; use of machines for mathematical operations andfor automatic coding. Each student will prepare, and if possible, run a problem on ahigh speed computer.

The Electrical Engineering (EE) Department hired Dr. Yaohan Chu to teach the first hardware-oriented courses. Chu became a faculty member of EE and CSC in the 1960s. In fall 1957 Chutaught EE 130, Electronic Analog Computers. No analog computers existed on campus at thattime. In spring 1958, Chu introduced the first course on the organization of digital computers, EE131, Electronic Digital Computers. Chu estimates 20-30 students were enrolled. As no suitable textbooks were available, he wrote one of the first text books on, Digital Computer Design Fundamen-tals, published by McGraw Hill, 1962. The course covered mostly logic design and later, when theIBM − 1620 became available, assembly language programming. The catalog description for EE131, reads,

Principles of electronic computers of the digital type. Digital computer operations,basic computing and control circuits, logical design, arithmetic unit, memory systemsand control units.

Computer-related courses were soon introduced in: Mathematics, Economics, Business Adminis-tration, Chemical Engineering, Electrical Engineering, Physics, Public Administration, Agriculture,Education, Psychology, and Sociology.

1.3 Toward Centralized Computing 1961–1962

1.3.1 Hiring a Computer Center Director

Computers available in the Washington, D.C. area, some of which were used by UMD facultywere at, the National Bureau of Standards, Army Proving Grounds, Naval Ordnance Laboratory,Naval Research Laboratory, David Taylor Model Basin, National Security Agency, and GoddardSpace Flight Center. This led faculty and department chairs to advocate for centralized computingon campus. It is unknown who precipitated the idea, but Dr. John Toll, Chair, Physics andAstronomy, Dr. Monroe Martin, Director, Institute for Fluid Dynamics and Applied Mathematics,were involved.

In October 1957 President Wilson E. Elkins appointed the first committee to study the needfor a Data Processing or Computer Center. The committee, chaired by Dr. Toll, in February 1958,proposed a centralized computer facility be started. On September 30, 1959, the Board of Regentsapproved that in the 1960-1961 budget,

The necessary funds for establishing a Data Processing Center that will serve the re-search activities throughout the University. This project is a budget request in generalfunds of $65,582 for the 1960-61 fiscal year, and approximately $45,000 each year in theforeseeable future in order to allow the University to establish this center for the rapidcomputation of research data in the expanding research program.

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The funding was insufficient to start a Center. Furthermore, no action was taken from February1958 to September 1959 toward a Center. It took until late 1960/early 1961 to initiate a search fora Director. Other State universities (e.g., Illinois, Texas, and UCLA) had started computer centersin the early 1950s. IBM , in the early 1950s, had an active ‘university program’, ran computingcenter director meetings at Endicott and Poughkeepsie. Usually 25-30 computer directors attendedand around 1960, discussions turned toward computer education needs and to upgrading their firstcomputer systems.

In late 1960/early 1961, Vice-President for Academic Affairs R. Lee Hornbake appointed asearch committee for a Computer Center Director, with Monroe Martin, Chair. The committeeinterviewed many individuals, including Dr. Werner C. Rheinboldt. Martin who had broughtRheinboldt from Germany in 1956 to be a Post Doctoral Fellow in the Institute for Fluid Dynamicsand Applied Mathematics, invited Rheinboldt to apply for the position. After leaving the Institute,Rheinboldt moved to the National Bureau of Standards from 1957-1959, where he became involvedwith computing, and then became Computer Center Director at Syracuse University in 1959.

Rheinboldt interviewed at UMD the week of May 14, 1961. During his visit he spoke to a

. . . very determined group of faculty members . . . . I became convinced that the onlyway to proceed was to start big right away. I have to give credit to John Toll, MonroeMartin, and the two Vice-Presidents (Hornbake and Kuhn) that they agreed with myassessment. This is what finally convinced me to accept the job.

The Board of Regents on June 15, 1961 agreed

. . . that a computing center be established with the purchase or rental of a machinehaving the capacity of an IBM − 650.

The University asking budget for 1959-1960 and again in 1960-1961 presented this need as a“New Program.” The 1960-1961 request led to the appropriation of $65,582 to be supplemented by$35,000 from the NSF to initiate Center operations.

Rheinboldt accepted the position of Computation Center Director, and Research AssociateProfessor of the Institute for Fluid Dynamics and Applied Mathematics on August 24, 1961.

1.3.2 Director-Designate Rheinboldt’s Activities, August 1961–February 1, 1962

Rheinboldt worked on the establishment of a Computer Center from August 1961, when he washired as a consultant, until he became Director, February 1, 1962. During this period he developedplans for a new building; determined a computer to purchase; wrote proposals for research; anddeveloped relations with Maryland’s Medical School at Baltimore.

In October 1961, Rheinboldt visited Maryland with his Syracuse University colleague, JohnMenard, to plan for a new computer center and to attract Menard to Maryland. They met with Drs.Hornbake, Martin, Cohen (Chair, Mathematics) and Toll, and reviewed locations for a computercenter. Menard, hired as Assistant Director of the Center, January 19, 1962, became a consultantuntil he started July 1, 1962.

On the return trip to Syracuse, they discussed Rheinboldt’s contacts with NASA, and hisviews on developing research and educational components of the Center. Menard suggested thatthe broader view of the Center be reflected in its name and proposed ‘Computer Science Center’,which Rheinboldt liked. They also discussed the need to write a proposal to IBM for fundingbeyond IBM ’s 60% educational discount allowance.

With respect to the NASA grant, Rheinboldt recollects the following.

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At the same time, I had established contacts with the nearby Goddard Space Center and,after many discussions, succeeded in getting a grant5 for “Computer-Oriented Researchin the Space-Related Sciences” with the aim of establishing besides the computingfacility also a research program in, what we might now call, applied computer science.This proved to be a significant modification of the original plans for the center and wasreflected in the choice of the name ”Computer Science Center”. It was Monroe Martinwho helped me to get the approvals for this from the University, notably Dr Kuhn,the then Executive Vice President and Dr. Hornbake the Vice-President for AcademicAffairs.

Rheinboldt wrote Executive Vice-President for Administration, Albin O. Kuhn, recommendingthe name “Computer Science Center,” and specified three objectives for the Center:

1. Provide centralized high-speed computing service and programming assistance to all researchactivities of the University;

2. Build and administer an interdisciplinary educational program in computer sciences; and

3. Build and conduct a research program in computer sciences.

Vice-Presidents Hornbake and Kuhn approved and advocated the name to President Elkins whoconcurred. Menard believes, “It was the first such computing facility in the world to be namedComputer Science Center.”

Determining a Computer to Purchase. Rheinboldt met with Dr. Emanuel Piore at IBMWhite Plains and Dr. Jim Kearns, IBM National Education Representative, and received encour-agement to purchase an IBM − 7090 and request a $300,000 grant with no strings attached. Asrecommended by Dr. Piore, Rheinboldt wrote Dr. Charles B. DeCarlo on October 25, 1961, tosecure favorable treatment, and stated the Center’s planning committee had concluded,

. . . that, an IBM − 7090 Data Processing System would be the most desirable andeffective system for the installation in the planned CSC. The Administration of theUniversity concurs with this conclusion and it is planned to recommend to the Boardof Regents of the University at the earliest possible time that the IBM − 7090 system. . . be placed in order.

Rheinboldt received the grant-in-aid of $300,000 toward purchase of the IBM − 7090 system inaddition to the educational discount for the computer. Support from IBM was critical since theBoard of Regents had not included sufficient funds to acquire the IBM − 7090.

Planning for a New Building. The decision to construct a building for the new Center probablywas discussed during Menard and Rheinboldt’s visit in October 1961. The Board of Regents minutesof November 17, 1961 state that planning for a building had been underway for some time. Afterseveral changes, on January 26, 1962 the location was finalized. The Board minutes indicate thatthey neither approved the construction nor the allocation of funds for a new building. According toMenard’s remembrances, the Administration turned to creative funding and ”. . . found the fundsin the non-State part of its budget.”

Menard and Rheinboldt drafted, to scale, a complete layout of the building, and gave it toAlfred M. Rinaudot, A.I.A., Registered Architect, who worked with them on the mechanical system,

5Although Rheinboldt discussed such a grant with NASA in October 1961, it was not until September 1962 whena proposal was written, and February 1, 1963 that the grant was awarded.

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electrical wiring, locations of walls to coordinate with the fenestration of the building, details forair conditioning, special wiring, and electrical loads of the computer and unit record equipment.

Dr. Kuhn reviewed the plan, determined it exceeded budget and stated that 1/3 was for futuredevelopment and requested a redraft with only the 2/3 portion.

Challenged to fit everything into the reduced space, they redrew the plan and coordinatedwith the architect to assure everything would work. One of the hard fought battles involved themechanical system. The budget did not allow a dropped ceiling to hide the hot/chilled waterpipes in the ceiling. Their request for a ceiling to cover the pipes was denied. Menard reports thefollowing incident,

. . . one day my insurance agent came to see me on campus and I brought him over tosee the new building in construction. Upon entering the door he immediately exclaimed“What a wonderful submarine you have here.” This event was reported to Dr. Kuhnand we then were granted the change order for the dropped ceiling.

The first phase of the building consisting of the basement and ground floor was completed inFebruary 1963 in time for the computers to be installed. Rheinboldt reported to Hornbake onMarch 19, 1963,

. . . after all the headaches and suspense the Computer Science Center finally movedinto its new and permanent building last Friday.

The operation of the computer started Friday, March 15, 1963. A photograph of Rheinboldt andMenard taken at the IBM − 7090 console in March 1963, possibly on the first day of operation ofthe IBM − 7090, appears in Figure 1.

In May 1964, Rheinboldt submitted a proposal to complete the building to cover the remainingthree floors since rapid growth of users, staff, and faculty required additional space. The proposalwas accepted, and the building was completed in 1967. CSC research and education faculty weregiven space and moved into the Space Science Center when that building, contiguous to CSC, wascompleted October 1966.

Computers and the Medical School at Baltimore. The CSC was intended to service bothUMD, College Park, and the Medical School in Baltimore. Rheinboldt and Menard, together withDr. Entwisle of the Medical School, selected an expanded IBM − 1620 with a good printer andmagnetic tapes compatible with CSC’s IBM − 7090 for the Health Sciences Computer Center(HSCC). This gave the Baltimore faculty a local computing facility and support for remote trafficto the IBM − 7090 via magnetic tape. A proposal to NIH for the IBM − 1620 was funded,delivered in June 1964, and located in Howard Hall on the Baltimore campus.

Menard and Rheinboldt hired the HSCC staff: Robert L. Jones, Director, HSCC in June1964; and Jerry Michener, Assistant Director and Systems Programmer. Both Jones and Michenerhad completed their Masters degrees at Syracuse and had worked with Rheinboldt and Menard.

The success of HSCC led to an upgrade of the IBM − 1620 to an IBM − 360/44, funded byNIH. As the HSCC grew, they separated amicably in the fall 1970 when Vice-President Kuhnbecame President, UMD, Baltimore.

2 CSC: 1962-1973

While most CS departments arose out of academic departments, CSD arose out of an academiccomputer center. CSC was not affiliated with any academic unit, and was intended as an Universityeducation research and service facility reporting to Vice-President Hornbake.

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Figure 1: Rheinboldt (left) and Menard (right) at the IBM − 7090 Console, March 1963, Courtesyof John Menard.

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2.1 CSC Organization

During its first two years, significant progress was made to develop the CSC’s service functions,increase research activities and initiate educational activities. By May 1964, Rheinboldt recom-mended Menard become Associate Director, which was accepted. Menard and Rheinboldt hadexclusively handled most of the administrative workload. Rheinboldt was involved in research, wasteaching graduate courses, and advising graduate students. Rheinboldt informed the Universitythat his excessive workload had taken a toll on his health and had affected his research activities.He asked that a search for a new Center Director be initiated in 1965 and Menard, became ActingDirector.

To obtain support and backing for what was needed in terms of faculty, staff, and computers,Menard proposed the committee to search for a Director, headed by Martin, also serve as the CSAdvisory Committee. This was agreed upon in April, 1965. Members of this committee were:Martin, Chair; Rheinboldt; Menard; Dean Donald W. O’Connell, Business School; Dr. GarthWesterhout, Professor, Physics and Astronomy; and Professor Howard Tompkins, Chair EE. Thecommittee was essential as Rheinboldt was the only Full Professor in CSC who could decide oneducational and promotion issues.

The Advisory Committee recommended that: a Task Force be formed to determine the scopeand content of an interdisciplinary graduate program leading to M.S. and Ph.D. degrees in CS;promoted Rosenfeld6 to Research Professor; and recommended Dr. William F. Atchison be hired,CSC Director. Atchison accepted in 1966 and the Advisory Committee was terminated, December1966.

During 1965, the CSC Policy Committee was formed, with Rheinboldt as Chair, to addressissues relevant to education, research, and computing. As additional faculty were hired, the Com-mittee was broadened to include all Professors and Associate Professors and I became a memberwhen I joined as a Visiting Member, September 1967. I became Associate Professor in June 1968.Sub-committees of this committee were: Future Computer Needs Committee to estimate researchand education needs; Graduate Assistantship Committee; Colloquium and Seminar Committee;and the Committee to Form a M.S. degree in CS.

A Faculty Organization Plan was adopted in October 1967. As a consequence, the Policy Com-mittee dissolved itself and formed an Executive Committee. The Plan formed a Faculty Assembly,its membership, functions, officers, and meetings; Committees, including Executive Committee,Standing Committees, and Special Committees; Bylaws; and Adoptions and Amendments. It wassupplemented by the Bylaws and Rules of Procedure of the Faculty Organization, and the Policieson Appointments and Promotions to Professorial Ranks. The Plan was approved by the UniversitySenate and, with small changes, remained in effect until July 1, 1973 when CSD was formed.

2.2 Federal Agencies Grant Support

To support the purchase of computer equipment and research, Rheinboldt wrote proposals toindustry and government agencies. The future of CS at Maryland was enhanced greatly by grantsfrom IBM , NASA, and the NSF . The IBM grant was discussed in Section 1.3.2.

As noted earlier, discussions concerning the NASA grant started in 1961. NASA was willingto support research in space science, but not equipment. NASA awarded a grant, “Computer-Oriented Research in Space Related Sciences,” for $700,000 over 3 years, starting January 1963,with Rheinboldt, Principal Investigator. It was continued for 10 years with total funding, $2,620,000and contributed significantly to the expansion of research on campus in science, engineering andCS.

6Professor Rosenfeld died on February 21, 2004.

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The first NSF grant, September 1964, “Expansion of Computing Facilities,” was for $200,000.It permitted CSC to expand the IBM − 7090 to an IBM − 7094 and to rent an IBM − 1460.The second NSF grant, the “National Science Foundation Development Grant,” May 1967 for$3.7 million, provided support for chemical science, mathematics, fluid dynamics, CS and physics.The impact of the grant was significant as it helped expand the number of CS courses, providedresources to start the graduate and undergraduate programs and upgraded the IBM − 7094 by a 2processor UNIV AC1108 and a single UNIV AC1106. The grant permitted us to: obtain faculty,develop software systems, add research assistants and programmers, and upgrade the computercomplex. The extent of developments in computer service, education, and research would not havebeen possible without the NSF Science Development Grant.

2.3 Computer-Oriented Activities

2.3.1 Developing a Centralized Computing Facility

Developing a Staff Structure Rheinboldt in a 1962 memorandum developed requirements forstaff positions and noted difficulties in obtaining trained CS personnel in this young field.

In December 1962, Rheinboldt and Menard hired two computer operators to run the computerand provide programming support and in 1964 two computer personnel were hired to provideoperations support. See [4] a list of CSC staff as of 1968.

Rheinboldt Resigns as CSC Director. For personal reasons Rheinboldt resigned as CSCDirector in early 1965. Dr. Hornbake wrote,

He will continue with us as Research Professor on a joint appointment between theCenter and the Institute for Fluid Dynamics and Applied Mathematics. In the rela-tively brief time since Dr. Rheinboldt came to this campus he has masterminded andsupervised the development of the Center to a high level of excellence. His achievementshave exceeded our most optimistic expectations.

Dr. Hornbake formed a search committee and following a national search, Dr. William F.Atchison, Head, Rich Electronic Computer Center at Georgia Institute of Technology, was ap-pointed Director, September 1, 1966. Atchison chaired the ACM Curriculum Committee, whichwas developing a CS curriculum.

Menard continued to be responsible for CSC’s computing activities which permitted Atchisonto devote more time to CS curriculum development (see Section 2.4.2), to hiring faculty, and toenhancing education in the Center.

2.3.2 Growth of Computing on Campus and Equipment

As stated earlier, the 1967 NSF Science Development Grant (see Section 2.2) permitted the majorupgrade and purchase of new equipment, the UNIV AC 1108, a batch system. In 1968 CSC staffmodified the EXEC − 8 OperatingSystem, to introduce teletypes for a remote job entry, on-linecapability. In 1969 the UNIV AC 1108 was converted to a dual processing system with 262Kmemory. EXEC − 8 as modified by CSC gained wide recognition and in 1971/1972, was acceptedas UNIV AC ′s standard operating system software. In 1970, several UNIV AC machines wereacquired as remote batch processors on campus and at other UMD campuses. In April 1973, theUNIV AC 1106 was installed to replace the IBM − 7094.

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2.3.3 Loss of Computer Autonomy to State Administrators

After Atchison became Director, the University lost autonomy to purchase computing equipmentand software for research and education. On January 28, 1968, the Maryland House of DelegatesWays and Means Committee introduced Joint Resolution 3 to appoint a commission to study thefeasibility of making increased use of data processing techniques and to consider establishing acentralized data processing center for all departments, agencies of the State government, and theUMD. Before the resolution was introduced, Atchison expressed his concerns to Dr. Hornbakethat “ . . . If this passes it could have considerable bearing on the future operation of the ComputerScience Center. . . . ”

In 1968/1969, the State contracted the Computer Science Corporation to study AutomaticData Processing (ADP ) in the State. The resulting report, “State of Maryland Automatic DataProcessing Survey Report,” August 1969, although focused on data processing, included Stateeducational computer use. One of the recommendations, to centralize digital equipment purchasesat the State level, was passed by the State Legislature. The bill formed an ADP group to reviewall computing equipment hardware and software purchases in the government.

In 1969/1970, Mr. Charles B. Connell was appointed State ADP Administrator. On March12, 1970, Mr. Connell wrote Atchison requesting copies of all contracts concerning computers,peripherals, consulting support, etc., and included a draft of a “Data Processing Policy Manual.”The policy meant loss of autonomy by the University since prior State approval was required forall computer related items. The University’s position, advocated by Dr. Thomas B. Day, Vice-Chancellor Academic Planning and Policy, was that,

. . . our interpretation of the term ADP as used in the basic statute, and the Governor’sExecutive order dated October 28, 1969, is that it does not refer to the computationdone in performing the University’s academic functions of teaching and research.

The State was not convinced, and a State coordinator was assigned to evaluate all CSC com-puter needs. Autonomy was returned to the University in 1985 when Dr. Toll became UniversityPresident. During this long period, Atchison and Menard spent countless hours completing a BB4form and convincing the coordinator for each item’s need. See [5] for the impact of the loss ofautonomy on the CSD. The acronym BB4 brings back dreaded memories to those affected by thecontroversy.

2.3.4 CSC Computer Software Developments, 1962–1973

In addition to providing services for academic computing, CSC developed software both for theIBM − 7090/94 and the UNIV AC 1108. Al Beam and his group implemented MAD under theIBM IBSY S system and a Multi Precision Arithmetic Package. MAD, the Michigan AlgorithmicDecoder was developed originally at the University of Michigan by Robert Graham, Bruce Arden,and Bernard Galler in 1959. MAD was one of the first extensible languages: users could definetheir own operators and data types. Software developments for the UNIV AC 1108 were:

1. APL 1100, implemented under Patrick E. Hagerty Assistant Professor and Systems Director.

2. Basic for the UNIVAC 1108, implemented under Beam.

3. Computer Design Language (CDL), a simulation modeling language for computer hard-ware design, specified by Chu, implemented by Charles Mesztenyi.

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4. EXEC-8 Operating System, designed and implemented by UNIV AC for the 1108 wasdebugged and enhanced by CSC. It provided remote job entry and conversational timeshar-ing. The CSC Operating System Tape was provided to sites throughout the world, essentiallyat no cost.

5. FORmula MAnipulation Language (FORMAL), for symbolic algebraic manipulation,was implemented under Mesztenyi.

6. Graph Algorithmic Language, for describing and implementing applied graph algorithms,developed by Rheinboldt, Assistant Professor Victor Basili and Mesztenyi.

7. Fortran Graph Algorithmic Language, for describing and implementing applied graphalgorithms, developed by Rheinboldt, Basili and Mesztenyi.

8. Programming Language University of Maryland (PLUM), IBM ′s PLI for the UNIV AC1108, implemented by Assistant Professor Marvin Zelkowitz.

9. RALF - Reentrant Algorithmic Language FORTRAN, a FORTRAN and a MADcompiler for the UNIV AC 1108, implemented under Beam

10. SIMPL, a family of languages designed and implemented by Basili. SIMPL− T containedinteger and string data; SIMPL−R included real arithmetic; SIMPL−X was a languagefor writing structured programs.

2.4 CSD-Oriented Activities

2.4.1 Recruiting Faculty

As Rheinboldt and Menard were developing an academic computing capability, they hired facultyto form a research and educational component. See [4] for a list of faculty and instructors inCSC from 1962-1973. The web page cited in this reference contains a photo history developedby Professor Ben Schneiderman as a companion to the list of faculty and instructors. Those whoplayed major roles in CSC’s education and research programs are discussed below.

Research Assistant Professor Richard H. Austing, and Earl J. Schweppe, Associate Professorwere hired fall 1963. Both became active in CS education.

Research Associate Professor Azriel Rosenfeld, hired in 1964, developed a world class pictureprocessing group. Research Associate Professor James Ortega, hired in 1964 contributed to makingMaryland a world-leading group in numerical computation.

Several faculty were hired in 1965 including James Vandergraft, a numerical analyst, who be-came Associate Professor in 1973, and left for industry in 1975. Chu, visiting lecturer in EE,received a joint appointment as Professor with EE in 1966. Chu started the computer organizationgroup.

Dr. Jack Minker, hired as Visiting Member in 1967, became Associate Professor in 1968, anddeveloped a world-leading group in deductive databases. Professor H.P. ‘Ed’ Edmundson, hired in1967, started the theory group.

Professor Laveen Kanal, hired in August 1970, developed a world-leading group in patternrecognition. Basili, hired in 1970, worked in programming languages, and later founded the world-leading software engineering group with Zelkowitz, hired in 1971.

Assistant Professors Ashok Agrawala and Richard Hamlet joined in 1971. Agrawala devel-oped the computer systems group. Hamlet worked on software testing, theory and programminglanguages.

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2.4.2 Educational Activities

This section discusses CSC’s education program including efforts to develop a world-wide computercurriculum, led by Atchison.

Curriculum 68. The Association for Computing Machinery (ACM) recognized that CS, to be alegitimate discipline, required a computer curriculum. In 1962 ACM formed a subcommittee of theEducation Committee to develop a curriculum. It became an independent ACM committee in 1964.Atchison, then at Georgia Institute of Technology, was named Chair, ACM Curriculum Committee(ACC). A photograph of Atchison is shown in Figure 2. Rheinboldt was a founding member andSchweppe became a member and Secretary of ACC. ACC was charged with developing a set ofcourses, an outline of topics in the courses, and a sequence of courses leading to undergraduate andgraduate CS degrees.

ACC issued its first report in 1965, An Undergraduate Program in Computer Science — Prelim-inary Recommendations, [2]. The report discussed their objectives, CS as a discipline, implementa-tion of the report, and future work of the committee. Schweppe, a major contributor to the reportpresented a paper, A Proposed Academic Program in the Computer Sciences, at an ACM meetingin Philadelphia. As reported by Schweppe and Rheinboldt to Dr. Hornbake in November 1965,their work at Maryland contributed significantly to the committee’s work and in turn, benefitedthrough contacts with other committee members.

Atchison continued his work with ACC at Maryland as did Rheinboldt, Schweppe and otherACC members. Atchison enlisted other CSC faculty in this effort.

A report, Curriculum 68 — Recommendations for Academic Programs in Computer Science, [3],recognized by most computer scientists as the seminal document on CS curriculum development,was published. The report abstract states,

This report contains recommendations on academic programs in CS which were devel-oped by the ACM Curriculum Committee on Computer Science. A classification ofsubject areas in CS is presented and twenty-two courses in these areas is described.Prerequisites, catalog descriptions, detailed outlines and annotated bibliographies forthese courses are included. Specific recommendations which have evolved from theCommittee’s 1965 Preliminary Recommendations are given for undergraduate courses.Graduate programs in CS are discussed, and some recommendations are presented forthe development of master’s degree programs. Ways of developing guidelines for doctoralprograms are discussed, but no specific recommendations are made. The importanceof service courses, minors, and continuing education in CS is emphasized. Attention isgiven to the organization, staff requirements, computer resources, and other facilitiesneeded to implement CS educational programs.

All ACC committee members, drawn from universities throughout the United States andCanada7, contributed significantly to the report. Three faculty from UMD, Atchison, Rheinboldtand Schweppe, played key roles in its development. Atchison was the driving force who assuredthe committee ran smoothly and generally shepherded the report. Schweppe, worked closely with

7Members of the ACC who helped write the report were: William F. Atchison, University of Maryland (Chairman);Samuel D. Conte, Purdue University; John W. Hamblen, SREB and Georgia Institute of Technology; Thomas E.Hull, University of Toronto; Thomas A. Keenan, EDUCOM and University of Rochester; William B. Kehl, Universityof California, LA; Edward J. McCluskey, Stanford University; Silvio O. Navarro∗, University of Kentucky; WernerC. Rheinboldt, University of Maryland; Earl J. Schweppe, University of Maryland; William Viavant, University ofUtah; David M. Young, Jr., University of Texas;∗ Dr. Navarro was killed in an airplane crash on April 3, 1967.

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Figure 2: William F. Atchison, Chair ACM Curriculum Committee, 1981 Photograph by BenShneiderman.

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Atchison, coordinated with committee members and experts who were contributors, and recordedall recommendations. Rheinboldt contributed courses and curricula for scientific computing andapplications, and content to the main text. In addition to helping to define the curriculum, Mary-land’s unique role was in coordinating the entire effort.

Among distinguished awards Atchison received for his contributions to CS education, were:

1. ACM Distinguished Service Award, 1973;

2. Chester Morrill Memorial Award from the Chesapeake Division of the Association for SystemsManagement, 1975;

3. ACM Special Interest Group on Computer Science Education Award for Outstanding Con-tributions to CS Education, 1981;

4. Distinguished Alumni Award from Georgetown College for work in Computer Science andMathematics, 1982.

Schweppe presented a paper at ACM ’90, On the Genesis of Curriculum 68, DRAFT. Althougha DRAFT, it is a valuable historical document and discusses how the committee worked; organizeditself; made use of experts; and contributors to courses. Some of the philosophy which guided thecommittee is included.

Start of the Education Program. Rheinboldt placed Schweppe in charge of a group to developan academic program. His 1964 report, A Proposed Academic Program in the Computer Sciences,written with Rheinboldt, Menard, Austing, Ortega, Tompkins and Alan B. Marcovitz of EE,proposed that the program begin with an undergraduate major and expand to M.S. and Ph.D.degrees as rapidly as staff and conditions permitted. However, CS degrees did not evolve this way.An M.S. was offered first, followed by a Ph.D., and finally an undergraduate B.S. degree. Thissequence was necessitated since only educational departments could offer undergraduate degrees.Graduate degrees were offered through the Graduate School, regardless of which unit provided them.The M.S. degree was offered first to attract students who could then enter the Ph.D. program whenit was approved. The undergraduate B.S. program was proposed and immediately approved whenthe Department was formed in 1973. For further discussion on the B.S. program, see Minker [5].

First CSC Courses Offered Beginning in the fall 1965, CSC offered its first courses. Thecatalog for the fall/spring semesters, 1965-66, lists:

1. CS 12, Introductory Algorithmic Methods (3 credits) for students not majoring in Mathe-matics, the Physical Sciences or Engineering, 2 lectures and one 2 hr. lab;

2. CS 20, Introductory Algorithmic Analysis (3 credits), Prerequisite, Math 20 (Calculus I) forstudents in Mathematics, Physical Sciences or Engineering, 2 lectures and one 2 hr. lab;

3. CS 21, Numerical Analysis Lab I, (1 or 2 credits) 2 hrs. lab, Prerequisite Math 21 (CalculusII);

4. CS 22, Numerical Analysis Lab II, (1 or 2 credits) 2 hrs. lab, Prerequisite Math 21 (CalculusIII);

5. CS 100, Language and Structure of Computers (3 credits) 2 lectures and 2 hrs. lab, Prereq-uisite C.S. 12 or C.S. 20; and

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6. CS 110, Special Computational Laboratory (1 or 2 credits) 2 hrs. lab, Prerequisite C.S. 12.

Courses numbered CS 12, 20, 21, and 100 were introduced, fall 1965.In the spring 1964-65 semester, CSC and EE, offered two sections of a course, EE 102, one

taught by Edward Miller, an EE Instructor, and one by George Lindamood, a CSC instructor.Lindamood believes they used the programming language, FORTRAN , but may have been MAD.

Lindamood taught the first assembly language programming course, CS 100 which covered thelogical basis of computer structure, machine representation of numbers and characters, flow of con-trol, instruction codes, arithmetic and logical operations, indexing and indirect addressing, input-output, pushdown stacks, symbolic representation of programs and assembly systems, subroutinelinkage, macros and recent advances in computer organizations. Students implemented computerprojects on Lindamood’s fictitious computer, Make-Believe Computer, MBC, a simplified machinewith a limited instruction repertoire.

Schweppe, in discussing the rationale for the courses C.S. 12 and C.S. 20, stated,

Although many introductory college level courses in computing have consisted primarilyof instructions in the mechanics of coding programs in some particular language. . . .such courses should more properly emphasize the art of computing and the generalprinciples of problem solving. Therefore we have chosen the idea of an algorithm to bethe central concept in our introductory courses, C.S. 12 and C.S. 20. Such an approach,we feel, not only centers the students’ first contacts with computers toward those aspectsof computing which permit greatest transfer to and from the students’ other experience.

As the faculty grew, new courses were introduced in discrete structures, file processing, dataand storage structures, generalized data management systems, information processing systems,computer organization, systems programming, structure of programming languages, compiler writ-ing, logic and algorithms, theory of computation, formal language theory, and combinatorics andgraph theory. At the start of CSD in 1973, 25 different undergraduate courses were offered.

The impetus to start CS and computer systems engineering degrees was October 1965 whenthe CS Advisory Committee’s Task Force on interdisciplinary graduate CS programs completedtheir report in October 1966, and recommended:

1. The CSC should offer, under the Graduate School, a M.S. degree program in CS,beginning September 1967.

2. The establishment of a Ph.D. program in CS should be acknowledged as an earlygoal, depending principally upon CSC faculty resources.

The report deferred an undergraduate program and suggested that provision of CS courses atundergraduate and graduate levels for students in other majors should be an important part ofCSC’s educational program.

Master of Computer Science Degree (M.S.) Following the Task Force recommendations,a “Proposal to initiate a Graduate Program in CS leading to the Master of Science Degree” wassubmitted to the University after Atchison arrived, September, 1966. CSC was to develop andadminister the program. Financial support was to come from CSC’s educational budget throughVice President Hornbake. Academic aspects would be handled through the Vice-President forGraduate Studies and Research.

The M.S. degree was approved by the Faculty Senate and by the Board of Regents in June1967. The program started September 1967. As Rheinboldt noted,

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It represented, at that time, the first such program in the Washington, DC area.

Initial requirements for the degree were to complete 6 graduate courses with a grade of B or bet-ter and to write a thesis. The first M.S. in CS was J. Gary Augustson on June 7, 1969. Augustson’sthesis (advisor, Minker) was, Experiments with Graph Theoretical Clustering Techniques.

Doctor of Philosophy (Ph.D.) Degree in Computer Science. A “Proposal for a Ph.D.Program in CS” was approved by the Faculty Senate in spring 1969 and started in September1969. The proposal listed requirements to enter the program, courses available, and five areasof specialization: theory and metatheory, information processing, computer systems, numericalanalysis, and applications.

No requirements were specified for the degree. To make Ph.D. requirements precise, a commit-tee, chaired by Minker8, spent many weeks developing requirements. The Committee emphasizedbreadth of knowledge and required written examinations in four areas, omitting applications. Stu-dents had to pass all four examinations on consecutive days. If a student failed at least oneexamination, the student had to repeat all examinations at the next offering. Students had to beproficient in a foreign language, but the Ph.D. advisor could determine the language and proficiencyrequired. Students had to pass an oral candidacy examination covering at least three graduate levelcourses in their area of specialization. Faculty had to certify a student’s computer programmingproficiency.

Dr. Gordon VanderBrug, among the first seven students who took the examination, capturesthe tenor of the Committee recommendations in his remembrance of the first examination:

I was one of seven people that took the prelims in Sept of 1970, the first time they wereoffered. I recall realizing how intently the composition of the tests was based on a processof compromising within the faculty, except that the first time the tests were given I donot think there was a whole lot of compromising actually done. CS was so new, andthere was little agreement on the kinds of proficiencies that should be demonstrated byits students. The theoretical/mathematical people had one view, while the computersystem types had quite a different view. As a result we took four tests (automataand language theory, numerical analysis, data structures/programming languages/AI,computer systems) and had to pass all four tests to pass the exam. If one did not passall four tests one had to take them all over again. I was one of three that did passthe prelims the first time, I believe having the highest grades in automata, numericalanalysis and programming languages and the lowest passing grade in computer systems.In fact, I think to this day that you folks set the threshold in the systems test at mygrade. The very next time that the prelims were given the requirement to pass all ornothing was relaxed.

In May 1973, the CS Education Sub Committee, chaired by Minker revised the requirementsfor the M.S. and Ph.D. degrees. The major change was to allow passing 3 of 4 examinations, andstudents who did not pass all three examinations on one sitting needed to take only the examinationsthey did not pass on a second sitting. For the M.S. degree, students could either write a scholarlypaper for their thesis or pass the qualifying exams offered for the Ph.D at a lower threshold thanPh.D. students.

In August 1973, Daniel H. Fishman became the first student to complete all Ph.D. require-ments. The first Ph.D. degrees were granted to Fishman and David Milgram, December 22, 1973.

8Some members of the committee were: Edmundson, Professor Robert Glasser, Agrawala, Basili, and Zelkowitz,and others, including students. No documentation was found that lists all committee members.

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Fishman’s thesis (advisor, Minker) was, Experiments with a Resolution-Based Deductive Question-Answering System and a Proposed Clause Representation for Parallel Search. Milgram’s thesis(advisor, Rosenfeld) was, Web Automata.

Undergraduate Degree in Computer Science. The proposal to initiate a B.S. degree in CS,spring 1973, was developed by the Undergraduate Program Committee9. The report stressed theneed for well-trained computing personnel, particularly in the Washington, D.C. area. It stated,

. . . there are no B.S. degree programs in C.S. anywhere in the area closer than Penn-sylvania State University and the University of North Carolina.

The B.S. degree requirements, in the spirit of the Campus, kept courses to a bare minimum andwere as follows:

Only two courses, both at the freshman level, need be taken by all majors and the first could beomitted by students with suitable programming backgrounds. Beyond the freshman level, studentshad to have at least 30 credits in CS, of which at least 24 credits were at the junior/senior level.Majors in CS had to achieve an average grade of at least B in all freshman and sophomore courses.A CS Honors Program was initiated in January 1975. The University Senate approved the B.S.Degree in CS, May 3, 1973.

Education Administration In 1967, as the CS curriculum and enrollments increased, Atchisonappointed Austing Director of Education. Faculty were responsible for teaching assignments andfor Ph.D. Comprehensive Examinations. This responsibility was in the hands of The Field Com-mittees: Theory, Numerical Analysis, Systems, Programming Languages, Artificial Intelligence andApplications. These committees started when the Ph.D. program was approved.

Austing was responsible for: finding individuals to teach lower level courses, assigning roomsand assuring related courses in different Field Committees were not offered at the same time;advising undergraduate students; coordinating graduate application reviews; admitting graduatestudents; and offering Teaching Assistantships. As the program grew over the years, this became ademanding job that he handled capably and efficiently.

To assure students were well-trained, that faculty prepared adequately for courses, and studentswere content with the material, a Course and Evaluation form was devised in November 1972. Theform, completed by students, was used to evaluate every course and in promotion and tenuredecisions. To assist new faculty, tenured faculty attended one or more sessions of the new faculty.The tenured faculty provided constructive comments to new faculty and were neither available tothe Chair nor to other faculty members. The intent was to assist new faculty, not to make themapprehensive. As faculty neared promotion, the more senior faculty made comments and wroteteaching evaluations for the Chair and the Appointment Promotion and Tenure Committee.

2.4.3 Research Activities

Research Conducted in Center. The CSC developed vibrant research activities in: numer-ical analysis, image processing, computer architecture, computer systems, theory of computing,information retrieval, artificial intelligence, pattern recognition and programming languages.

9Members of the Undergraduate Program Committee were: Assistant Professor R. Austing (Chair), AssistantProfessor A. Agrawala, Assistant Professor R. Hamlet, S. Kaisler (student), R. Nagel (student), Assistant ProfessorR. Noonan, and Associate Professor J. Vandergraft.

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Research in Numerical Analysis The group of Rheinboldt, Ortega, and Vandergraft madecontributions to the (1) application of partitioning and tearing concepts; (2) new approaches toanalytic continuation by varying dimensions and its applications to non-linear elliptic boundaryvalue problems; (3) numerical solution of polynomials in several variables; and (4) numerical ex-perimentation with algorithms.

Ortega and Rheinboldt wrote a classic book, Iterative Solution of Nonlinear Equations in SeveralVariables, 1969. It was translated into Russian and Chinese, remained in print for 30 years, andwas reissued in 2000 as a SIAM Classic in Applied Mathematics.

Research in Image Processing Rosenfeld developed one of the first groups in picture pro-cessing and computer vision.

Research consisted of work in: (1) general-purpose methods of segmenting pictures; (2) gener-alizations of linguistics to pictorial objects such as arrays of symbols and more general classes ofgraph-structured data; (3) the first textbook in the field, Picture Processing by Computer, 1969;(4) the first survey on picture processing, “Picture Processing by Computers,” Computer Surveys1, September 1969.

Research in Information Retrieval and Artificial Intelligence Minker developed agroup in document retrieval and question-answering systems. In document retrieval, graph theo-retical cluster techniques were employed to automatically generate thesauri. A vehicle for evaluatingalternative clustering methods was constructed.

In question-answering systems, theorem proving techniques were used to deduce data in databases.This research was among the early work in deductive databases.

Research in Pattern Recognition Kanal developed a group in pattern recognition. Aninteractive time series analysis package (GITSAP ) to handle seismic wave forms, and medical datawas developed. They also developed MIPACS, the Maryland Interactive Pattern Analysis andClassification System and an interactive graphic statistical package.

Research in Computer Systems The computer systems group consisted of Chu, MichaelLay, Agrawala, and David Mills. Chu developed a Computer Design Language, CDL, among thefirst high-level languages to permit designers to directly describe computer elements (e.g. registers,memory, micro-operations, clocks), execution sequences, and micro-programs.

Research in Programming Languages The programming language group consisted ofBasili, Hamlet, Robert Noonan, and Zelkowitz. Basili developed a family of languages, SIMPL,and Zelkowitz developed a programming language, PLUM , see Section 2.3.4 Hamlet was involvedin high level systems implementation languages and in software testing. Noonan’s research was inproving correctness of computer programs.

3 Conclusion

Although computing at universities started about 1945, Maryland introduced its first computercourse in 1948. This was a major accomplishment since Maryland was not among the first fiveuniversities to start computing activities in the 1940s. It is a tribute to Dr. Harry Polachek, apioneer in computing who, as Adjunct Associate Professor, Mathematics, introduced computing inhis classes. However, it was not until February 1958, when a committee was formed with Professor

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John Toll, as Chair that the need for a central computer facility for education and research wasrecognized. This recommendation languished until 1961 when a search was made for a ComputerCenter Director

Although slow to recognize the need for computing, the University moved rapidly to support thisarea and developed a strong centralized computer activity with research and education programs.There are three major reasons that led to the success of the CSC:

1. A vision as to what was needed.

2. Strong leadership that assured that the vision would be carried out.

3. University administrators who understood and supported those who carried out the visions.

I believe the success of computing at Maryland was due primarily to one person – Werner C.Rheinboldt. He started CSC, and working as a consultant for six months, before becoming Director,made significant progress with minimal support. His vision was to build not only a computationcenter, but a research and education program in CS. In a short period of time he was involvedin the development of a building for CSC; wrote proposals for computer equipment and researchsupport that were granted; hired faculty, computer staff, started a research program, and initiatedcourses in CS. He made major contributions to all aspects of CSC and subsequently CSD, and toall CS degree programs. Through all of this he showed leadership by implementing what he hadenvisioned. Vice-Presidents Hornbake, and Kuhn supported Rheinboldt by finding funds for a newbuilding, and providing a budget and lines for faculty and computer staff. Both Vice-Presidentsplayed major roles in assuring the success of CSC and CSD. In my view, Rheinboldt, because ofall his major contributions, is “The Father of Computer Science at the University of Maryland.”

John Menard played a central role as CSC Assistant Director. Rheinboldt delegated muchof the operation and management of computing facilities to Menard who successfully built theinfrastructure and administrative processes. After Rheinboldt resigned as Director, Menard workedwith the new Director, Atchison, and subsequently became CSC Director. Menard did a superbjob in making Maryland an outstanding academic computing center. Without his efforts to buildCSC over a 20 year period, the University might not be in our current enviable state in computing.I consider Menard to be “Mr. Computing” at Maryland.

Atchison played a major role in running the Center from 1966-1972. He had the vision to developa CS curriculum that had never before existed. He worked hard, with support from the Admin-istration, to try to eliminate the State requirement to approve all computer equipment. Althoughhe was not successful, he was proved correct when the State finally returned autonomy to purchasecomputer equipment to the University. Atchison maintained the Center as a leading organization,was heavily involved in the development of all degree programs, and was Chair, of the Commit-tee that wrote the famous Curriculum 68 Report that set the direction for computer educationthroughout the world. I consider Atchison to be the “Father of Computer Science Education.”

A number of faculty who were part of CSC contributed significantly to the Department’s strongresearch program. Rheinboldt and Ortega led Maryland to be recognized in scientific computing andnumerical analysis. Rosenfeld developed a group recognized for their research in image analysis andcomputer vision. Kanal developed a recognized group in pattern recognition. Minker developeda recognized group in deductive databases and logic programming. Chu was recognized for hisresearch in computer systems organization. Basili and Zelkowitz developed a recognized group insoftware engineering. Agrawala developed a recognized group in systems. The subsequent successof CSD, described in [5] was built on the work of these faculty and others in CSC.

In a companion paper [5], I discuss the starting six years of the Department of ComputerScience. The Department built upon the accomplishments of the CSC. During the decade before

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the Department started, the CSC performed as a full fledged teaching department (albeit withoutan undergraduate degree), with a major graduate program with MS and PhD degrees, as a fullservice computing facility for the entire University of Maryland System, and as a research instituterecognized by the funding agencies as worthy of their significant support. Without this success ofthe CSC in that first decade, the subsequent development of the Department would have had amuch slower and difficult start.

4 Acknowledgments

This paper would not be possible without the foresight of John Menard who retained all his CSCdocuments. He also gave liberally of his time to read and to provide his recollections and madehis personal collection available to me. Rheinboldt kindly read several versions of the paper andprovided many comments and remembrances that I incorporated into the paper.

Harry Polachek’s daughter, Linda Borkow provided material on her father’s courses. DavidYoung Jr., assisted by David R. Kincaid, supplied material on UMD’s first programming course.Yaohan Chu sent his reminiscences on the first courses on analog and digital computers. Schweppeprovided material for CSC’ educational aspects and his involvement with Curriculum 68. GeorgeLindamood and Edward Miller provided material on early CSC courses. Ashok Agrawala, VicBasili, Laveen Kanal, Jim Ortega, Jim Reggia, Azriel Rosenfeld, and Marvin Zelkowitz read andprovided valuable comments on the technical report [4] from which this paper is derived. GordonVanderBrug sent reminiscences of the first Ph.D. examination.

I especially thank my wife, Johanna Weinstein, who read and provided constructive commentson the paper. Tim Bergin read the paper, encouraged me with the effort, and made many valuablesuggestions.

I thank all colleagues and students who supplied information and anecdotes concerning theirstay at the University.

Special thanks are due to Jordan Landes, CSD librarian, and librarians at the Hornbake Librarywho assisted me: Anne S.K. Turkos, Jennie A. Levine, and Anne’s Graduate Student Assistant,Alida Friedrich.

References

[1] W. Aspray. Was early entry a competitive advantage? U.S. universities that entered computingin the 1940s. IEEE Annals of the History of Computing, 22(3):42–87, July–September 2000.

[2] ACM Curriculum Committee. An undergraduate program in computer science — preliminaryrecommendations. Communications of the Association for Computing Machinery, 8(9):543–552,September 1965.

[3] ACM Curriculum Committee. Curriculum 68 — recommendations for academic programs incomputer science. Communications of the Association for Computing Machinery, 11(3):151–197, March 1968.

[4] J. Minker. Beginning of computing and computer science at the University of Maryland. Tech-nical report, University of Maryland, Department of Computer Science, September 2003. TheTechnical Report can be found on the CSD web site: http://www.cs.umd.edu.

[5] J. Minker. Developing a research and teaching computer science department at the Universityof Maryland. IEEE Annals of the History of Computing, 2006. To appear.

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