1. 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

2. 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

3. 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

4. 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 21 st century college graduate

5. DePaul CTI programs DePaul’s 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)

6. Sample courses by program Degree programFoundations coursesSpecialized courses Computer games development C/C++; Calculus; Linear Algebra; Data Structures; Computer Systems Game Development; Artifact, Level, and Terrain Design; 3D Modeling for Animation and Gaming; Game Modification Workshop Computer graphicsC/C++; Data Structures; Discrete Mathematics; Calculus; Algorithms Computer Graphics Development; Advanced Rendering Techniques; Principles of Computer Animation Information assuranceC/C++ or Java; Desktop Databases; Discrete Mathematics Applied Networks and Security; Fundamentals of Information Assurance; Computer Forensic and Incident Response Network technologyC/C++ or Java; Desktop Databases; Discrete Mathematics Applied Networks and Security; Principles of Data Communications; Introduction to Local Area Networks

7. Distinctiveness of programs ProgramRequired courses in major # shared with CS Computer games development 215 Computer graphics224 Information assurance 253 Network technology172

8. 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

9. 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

10. 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

11. 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

12. 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

13. Impact on enrollments for non-majors QuarterNon-CTI students in CTI courses Fall 2001-2003< 500 Fall 2004683 Fall 2005973 Fall 20061209

14. 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