Transcript Computer Science

CS Explosion at CU:
Computing Growth in the College
and the Campus
Jim Martin
Department of Computer Science
Computer Science – Goals for 2020+
Year
B.S. students
M.S. students
Ph.D. students
Gift/grant expend.
# Tenure-line fac
U.S. News grad rank
College grad rank
2014
418
115
105
5.3M
27
40
34
2020+
522
150
200
9.8M
38
34
20
change
25%
30%
90%
85%
40%
--
college
35%
35%
95%
85%
50%
-14
• ABET Reaccreditation 2015
• Diversity goals for undergraduate programs
•
•
30% female by 2020 (currently 16%)
20% URM by 2020 (currently 11%)
• Increased faculty/student entrepreneurship activities
• Increased outreach to college and campus for computational thinking
• Outreach to industry professionals and global learners
Computer Science – Goals for 2020+
Year
B.S. students
M.S. students
Ph.D. students
Gift/grant expend.
# Tenure-line fac
U.S. News grad rank
College grad rank
2014
418
115
105
5.3M
27
40
34
2016
509
226
125
30
40
2020+
522
150
200
9.8M
38
34
20
change
25%
30%
90%
85%
40%
--
• ABET Reaccreditation 2015
• Diversity goals for undergraduate programs
•
•
30% female by 2020 (currently 16%)
20% URM by 2020 (currently 11%)
• Increased faculty/student entrepreneurship activities
• Increased outreach to college and campus for computational thinking
• Outreach to industry professionals and global learners
Computer Science – Goals for 2020+
Year
B.S. + B.A students
M.S. students
Ph.D. students
Gift/grant expend.
# Tenure-line fac
U.S. News grad rank
College grad rank
2014
418
115
105
5.3M
27
40
34
2016
1167
226
125
30
40
2020+
522
150
200
9.8M
38
34
20
change
25%
30%
90%
85%
40%
--
• ABET Reaccreditation 2015
• Diversity goals for undergraduate programs
•
•
30% female by 2020 (currently 16%)
20% URM by 2020 (currently 11%)
• Increased faculty/student entrepreneurship activities
• Increased outreach to college and campus for computational thinking
• Outreach to industry professionals and global learners
CU Computing Ecosystem
Linguistics
Psychology
Anschutz
Medical
Cognitive
Science
Computer
Engineering
BioFrontiers
Computer
Science
Aerospace
Ventures
ATLAS
Geography
ITP
Information
Science
(CMCI)
Business
Applied Math
Atmospheric
Sciences
Exploding Demand
• Students are flocking to CS both here at CU
and nationwide
– As majors
– As minors and concentrations within majors
– For upper-division and grad specializations
– And for introductory programming
• Both from ENGR and across the campus
Root Causes of Demand
• Jobs
• Computational thinking
• Fundamental transformations of other fields
Bureau of Labor Statistics
Job Growth in STEM Fields
Takeaway: STEM == Computing
Matched Against Degree Production
CS Engineering BS Majors
600
500
400
300
200
100
0
1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016
Adding in A&S CS Majors
1400
1200
1000
800
600
400
200
0
1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016
Nature of the Growth
• The surge seems different this time, growth in the
majors is only part of the story
• Across the campus, other majors are being
transformed by computing.
– Computational {X}
• Biology, Geography, Linguistics, Humanities, Math etc.
• Minors, concentrations, double majors
– To be fluent in many fields requires an education in
computational techniques
• Basic intro programming sequence
• Some advanced upper division courses
Evidence from
Student Credit Hours
30,000
25,000
20,000
15,000
10,000
5,000
0
2007
2008
2009
2010
2011
2012
2013
2014
2015
2016
2000
CS1+CS2 Class Sizes:
Majors vs. Non-Majors
1800
1600
1400
1200
1000
800
600
400
200
0
2011
2012
2013
2014
2015
Growth Responses: The Good
• Hiring more full-time instructors
– Currently 4, searching for 3 more
• Innovative course development
– CSCI 1320 (CS1: Engineering Applications)
• A version of our normal CS 1 tailored for and designed
in coordination with Aerospace
• Heavy use of undergraduate learning assistants drawn
from Aerospace
• Problems and applications geared towards the domains
– Tech Intensives
• Experts from industry teach 1-credit classes
Growth Responses: The Good
• Good coordination in faculty hiring with
ATLAS, INFO and ICS
– Joint appointments, coordination on spousal hires,
help with startup packages
• Coordination of curriculum
– Better coordination with APPM and ECEE on
course requirements, scheduling and staffing
Growth Responses: The Bad
• Classes are getting much too large
– Hurts retention, probably hurts diversity
– Little prospect for any relief
– Many schools have given up on class enrollment
restrictions related to classroom size
• Stanford and Berkeley: Class size is divorced from
enrollment. Lectures are streamed and students are
encouraged to stay home
• Berkeley and U Washington have imposed onerous and
unpopular caps on majors
Growth Responses: The Ugly
• Currently, both undergrad and grad CS classes
are restricted to CS majors during the first two
weeks of registration
– Necessary to adhere to 4 year graduation goals for
our majors
• The two-week embargo just ended for Fall
2016 registration. Many fall classes are filled
with waitlists before the embargo lifted.
Key Challenges
• Instructional staff
– Faculty
– Instructors
– TAs
• Facilities
– Classrooms (lecture halls and recitation rooms)
– Educational labs
• Infrastructure support
– Educational lab support
– Advising support
– General staff issues
Key Challenges
• A&S
– Unconstrained growth in the CS BA
– Demand for our intro classes from everyone else
– Stealth requirements in majors
• ATOC, Envr, GEOG, MATH, APPM, ENVS, LING, COGS
– Intro sequence
– + Specific advanced courses
– + Intervening prerequisities
Institutional Challenges
• This ecosystem involves 14 units governed by
at least 5 deans (CEAS, CMCI, A&S, Business,
Grad School)
– Results in a mixed and confusing picture to the
upper administration for resource requests
– Difficult to advocate for computing writ large
within the individual units
• A&S Core Curriculum
– Much of the resource burden falls on Engineering