Identifying the core conceptual framework of digital logic

As a relatively new field, computer engineering has yet to reach the maturity of more established disciplines such as physics and chemistry. Consequently, instructors in computer engineering still disagree about what is essential for students (both computer engineering students and others) to learn. In an effort to provide a basis for this discussion, we propose that engineering educators should identify a core conceptual framework for its introductory level courses. We suggest one such core conceptual framework that is built around the three central concepts and skills of state, fixed-length information encoding, and the ability to switch between levels and types of abstractions.