Computing Education for the 21 st Century

1. Computing Education for the 21st Century CS4HS@UMBC 2012Dr. Marie desJardins & Dr. Susan MartinAugust 6, 2012

2. Complete the 10 item quiz while we are waiting to get started!

3. Setting the Context:Computer Science Educationin the United States www.umbc.edu

4. What do the data show about: • Job Growth vs. # New Grads • Underrepresentation of Women and Ethnic Minorities • Curriculum Issues

5. Issue 1: Demand for Computing Professionals

7. Fastest Growing Occupations Nationally • Software Developers +32% • Database Administrators +31% • Network and System Adm. +28% • Software Applications Developer +28% • Computer Systems Analysts +22% • Information Security Analysts, • Web Developers, and Computer Network Architects +22% According to ONET site with 50 fastest growing occupations

8. Taulbee: New Undergrad CS/CE Majors http://cra.org/uploads/documents/resources/taulbee/CRA_Taulbee_2011-2012_Results.pdf

9. Taulbee: B.S Degrees Earned

10. Issue 2: Underrepresentation of Women & Racial Minorities in Computing Underrepresented minorities (African-Americans, Hispanics and Native Americans) represent 28.5 percent of the U.S. population but only 9.1 percent of college-educated Americans in the science and engineering workforce. 2010 National Academies Reporthttp://www.nap.edu/catalog.php?record_id=12984

11. Underrepresentation intensifies throughout the education pipeline • 38.8 percent of K-12 public enrollment • 33.2 percent of the U.S college-age population • 26.2 percent of undergraduate enrollment • 17.7 percent of those earning S&E bachelor’s degrees • 17.7 percent of overall graduate enrollment • 14.6 percent of S&E masters degrees • 5.4 percent of S&E doctorates http://www.nationalacademies.org/morenews/20100930.html

12. Women are underrepresented in many science, technology and engineering occupations.

13. What about the diversity of computing graduates at the Bachelor’s level? Bachelor’s Degrees by Gender & Race/Ethnicity http://cra.org/uploads/documents/resources/taulbee/CRA_Taulbee_2011-2012_Results.pdf

15. Issue 3: Curriculum • ACM/CSTA recommended model K-12 curriculum http://csta.acm.org/Curriculum/sub/CurrFiles/K-12ModelCurr2ndEd.pdf • National analysis (Running on Empty Report) of adoption of these standards http://csta.acm.org/runningonempty/fullreport.pdf

16. Running on Empty Report Findings • Only 14 states have adopted secondary state education standards for computer science instruction to a significant degree (defined as more than 50% of ACM and CSTA’s national model computer science standards), leaving more than two-thirds of the country with inadequate computer science standards at the secondary school level • Only 9 states allow computer science courses to count as a required graduation credit for either mathematics or science. • No states require a computer science course as a condition of a student’s graduation • There is deep and widespread confusion within the states as to what should constitute and how to differentiate technology education, literacy and fluency; information technology education; and computer science as an academic subject

17. How does Maryland stack up against ACM/CSTA curriculum?http://csta.acm.org/runningonempty/roemap.html

18. Breakout Discussion (10 minutes) • What is the demand for computer science/IT graduates in your county? • Which students typically takes CS courses in your school? Do they reflect the diversity of students at your school? • What type of credit is awarded for CS courses at your school? • What percentage of your high school’s graduating class go on to study computer science at a community college? at a university?

19. CE21 – Maryland High School Computer Science Survey2012 Results www.umbc.edu

20. Purpose of Survey • Part of CE21-Maryland Planning Project (NSF) • Describe course offerings, teacher preparation, demographics of students • Use data to guide future professional development and projects • Use data to build relationships and create a visible community of computer science educators

21. Survey Methods • Based on the CSTA National Secondary Computer Science Survey (53 items) • Online SurveyMonkey (May & June) • Postcard before survey launch • Email invitation and three reminders • Emails from MSDE CTE staff to their contacts • Link from the CS4HS@UMBC website • Descriptive statistics from SurveyMonkey

22. Survey Design • Based on the CSTA National Secondary Computer Science Survey (38 items) • 53 items • School & student characteristics • Teacher characteristics • CS/IT offerings • CS enrollment trends • Challenges to teaching CS • Professional development

23. Survey Respondents • 347 invited (6 opted out or undeliverable) • 97 respondents began survey; 85 completed • 46.4% Female • 79.8% White; 13.1% African American; 3.6% Asian American • 45.2% teaching for 15+ years • 73.4% over 40 years old

26. Some counties had no respondents!

31. Other CS Courses Offered

35. Introductory CS and AP CS Entering and Exiting the High School Computer Science Pipeline

36. Wordle created from titles of introductory courses.

39. 2011-2012 Enrollment: Intro CS & AP

40. Percentage Girls: Intro CS and AP

41. Percentage Minorities: Intro CS & AP

42. 85% of respondents thought that there are students who should be taking the computer science courses that are offered at their schools, BUT WHO ARE NOT!

44. Breakout Discussion (10 Minutes) • How does your school/district compare to the data collected in the CE21-Maryland survey? • Number and diversity of students taking intro courses and AP CS • Nature of the CS courses offered • Reasons why students don’t take CS

45. Challenges and Professional Development Needs

47. Other Reported Challenges *Not on CSTA Survey