Computing Branches Out: On Revitalizing Computing Education

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Computing Branches Out On Revitalizing Computing
Education

• Amber Settle
• DePaul University
• joint work with Ljubomir Perkovic
• The International Conference on Frontiers in
  Education Computer Science and Computer
  Engineering (FECS)
• June 25, 2007

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Crisis in CS education

• Computing is crucial in a long list of
  professions
• Includes manufacturing, the financial sector,
  government, medicine, entertainment
• Enrollment in CS programs has dropped
  dramatically
• Freshman entering the field in 2000 16,000
• Freshman entering the field in 2005 6,000
• Many reasons for this, including
• Traditional CS degrees focus on a large number of
  foundation courses
• Connection to area of interest is not immediately
  obvious
• Leaves little time for hands-on problem-solving
  skills

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A different model

• The CS situation
• 2,850,00 computing jobs
• Bureau of Labor Statistics Codes 15-1011 through
  15-1099
• One formal degree program Computer science
• Related programs include math, sciences,
  engineering
• For contrast
• Approximately 1,450,000 engineers
• Bureau of Labor Statistics
• A multitude of formal degree programs
  Electrical, chemical, mechanical, aerospace,
  biomedical, civil, computer, environmental,
  agricultural, nuclear, petroleum, mining, marine
• Like engineering, computing education may benefit
  from specialized degree programs

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Two simultaneous approaches

• Multi-tracked computing education
• Multiple, specialized degree programs
• Better preparation for diverse computing jobs
• Clearer connection to area of interest
• Computing as general education
• Areas of broad interest to a wide range of
  students
• Traditional (databases, programming, web
  development)
• Non-traditional (gaming, animation, computer
  graphics, etc.)
• Knowledge of computing is vital for an educated
  21st century college graduate

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DePaul CTI programs

• DePauls School of Computer Science,
  Telecommunications, and Information Systems (CTI)
• Almost 80 fulltime faculty
• 14 bachelors degrees
• Almost 1000 undergraduates
• Computing degree programs include
• Computer games development
• Computer graphics and motion technology
• Information assurance and security engineering
• Network technology
• Computer science
• Each program has both foundations courses (may be
  shared) and specialized courses (typically not
  shared)

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Sample courses by program
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Distinctiveness of programs
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Uniqueness of approach

• Not uncommon for computing schools/departments to
  offer some specialized undergraduate programs
• DePaul CTI offers a broad set of programs,
  including some very unique ones
• Computer Graphics and Motion Technology
• Offered since 2001
• One of only 10 programs listed in the ImageWorks
  Professional Academic Excellence program
• Information Assurance and Security Engineering
• One of the reasons CTI was designated a National
  Center of Excellence in Information Assurance
  Education by the National Security Agency and the
  Department of Homeland Security
• Only 64 such centers in U.S. few offer a full
  security degree

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Liberal Studies Program

• General education courses required of (nearly)
  all DePaul undergraduates
• Two types of requirements
• Common core (required of all)
• Composition and rhetoric, math and technology
  literacy, Discover/Explore, Focal Point Seminar,
  sophomore seminar on multiculturalism,
  experiential learning, capstone
• Domain courses (some student choice)
• Arts and Literature Philosophical Inquiry
  Religious Dimensions Scientific Inquiry Self,
  Society, and the Modern World Understanding the
  Past
• DePaul is a liberal arts university
• Up to 45 of the courses required for graduation
  are in the LSP

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CTI courses in the LSP

• Dramatic expansion in the past 5 years
• Domain courses
• 19 in Scientific Inquiry
• 10 in Arts and Literature
• 1 in Philosophical Inquiry
• 3 in Self, Society, and the Modern World
• 2 in Understanding the Past
• Common core
• Expansion in 2006-2007 to include a second
  required mathematical/technological literacy
  class with a focus on applications of mathematics
  to technology
• Experiential learning (including study abroad)
• Capstone courses

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Popularity of CTI LSP courses

• Some examples from Fall 2007
• Number of sections typical for most quarters
• Domains
• Arts and Literature
• 4 sections of ANI 101
• 6 sections of DC 201
• 4 sections of GAM 224
• Philosophical Inquiry
• 2 sections of CSC 208
• Scientific Inquiry
• 9 sections of HCI 201
• 5 sections of IT 130
• Many other courses not listed
• Common core
• 20 sections of ISP 121

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Impact on enrollments for majors

• During 2002-2004 total undergraduate enrollments
  decreased 22
• In 2005-2006 the trend changed
• First-year undergraduate head counts up 55 in
  Fall 2005 over Fall 2004
• Total CTI enrollments for Fall and Winter
  2005-2006 were within 1 of enrollments in
  2004-2005
• Improvements continue
• Fall 2006 had a 7 enrollment increase over Fall
  2005
• CS freshman numbers up 20 for Fall 2007

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Impact on enrollments for non-majors
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Summary and future work

• Two-part approach to revitalizing computing
  education
• Multiple, distinct degree programs
• Integration of computing into general education
• Future work
• Evaluate effectiveness of existing programs
• Employer satisfaction data
• Comprehensive employment statistics for graduates
• Track affect of general education courses on
  minors/majors
• Development of a general multi-track approach to
  computing education
• Collaboration with multiple institutions
• NSF funding through the CPATH program