Transcript slides

Computing Education
st
for the 21 Century
CS4HS@UMBC 2012
Dr. Marie desJardins & Dr. Susan Martin
August 6, 2012
Complete the 10 item quiz while
we are waiting to get started!
Setting the Context:
Computer Science Education
in the United States
www.umbc.edu
What do the data show about:
1. Job Growth vs. # New Grads
2. Underrepresentation of Women
and Ethnic Minorities
3. Curriculum Issues
Issue 1: Demand for Computing Professionals
Fastest Growing Occupations
Nationally
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Software Developers
Database Administrators
Network and System Adm.
Software Applications Developer
Computer Systems Analysts
Information Security Analysts,
Web Developers, and Computer
Network Architects
+32%
+31%
+28%
+28%
+22%
+22%
According to ONET site with 50 fastest growing occupations
Taulbee: New Undergrad CS/CE Majors
http://cra.org/uploads/documents/resources/taulbee/CRA_Taulbee_2011-2012_Results.pdf
Taulbee: B.S Degrees Earned
Issue 2: Underrepresentation of Women
& Racial Minorities in Computing
Underrepresented minorities (AfricanAmericans, Hispanics and Native Americans)
represent 28.5 percent of the U.S.
population but only 9.1 percent of collegeeducated Americans in the science and
engineering workforce.
2010 National Academies Report
http://www.nap.edu/catalog.php?record_id=12984
Underrepresentation intensifies
throughout the education pipeline
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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
Women are underrepresented in many science,
technology and engineering occupations.
60
Percentage of Women
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40
30
20
10
0
Biological
scientists
Chemists and Environmental Computer
Computer
materials scientists and scientists and programmers
scientists
geoscientists
systems
analysts
Computer
software
engineers
Chemical
engineers
Civil engineers Electrical and Mechanical
electronics
engineers
engineers
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_Tau
lbee_2011-2012_Results.pdf
Issue 3: Curriculum
• ACM/CSTA recommended model K-12
curriculum
http://csta.acm.org/Curriculum/sub/CurrFiles/K12ModelCurr2ndEd.pdf
• National analysis (Running on Empty Report)
of adoption of these standards
http://csta.acm.org/runningonempty/fullreport.
pdf
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
How does Maryland stack up against ACM/CSTA
curriculum?
http://csta.acm.org/runningonempty/roemap.html
Breakout Discussion (10 minutes)
1. What is the demand for computer science/IT
graduates in your county?
2. Which students typically takes CS courses in
your school? Do they reflect the diversity of
students at your school?
3. What type of credit is awarded for CS courses at
your school?
4. What percentage of your high school’s
graduating class go on to study computer
science at a community college? at a university?
CE21 – Maryland
High School Computer Science
Survey 2012
Results
www.umbc.edu
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
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
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
Survey Respondents
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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
Some counties had no respondents!
Answer Options
Response Percent
Response Count
Allegany County
0.0%
0
Anne Arundel County
5.9%
5
Baltimore City
8.2%
7
Baltimore County
10.6%
9
Calvert County
0.0%
0
Caroline County
1.2%
1
Carroll County
1.2%
1
Cecil County
5.9%
5
Charles County
4.7%
4
Dorchester County
1.2%
1
Frederick County
9.4%
8
Garrett County
0.0%
0
Harford County
9.4%
8
Howard County
7.1%
6
Kent County
1.2%
1
Montgomery County
20.0%
17
Prince Georges County
7.1%
6
Queen Anne's County
1.2%
1
Somerset County
0.0%
0
St. Mary's County
2.4%
2
Talbot County
0.0%
0
Washington County
1.2%
1
Wicomico County
2.4%
2
Worcester County
0.0%
0
answered question
85
Other CS Courses Offered
Introductory CS and AP CS
Entering and Exiting the High School
Computer Science Pipeline
Wordle created from titles of introductory courses.
2011-2012 Enrollment: Intro CS & AP
Percentage Girls: Intro CS and AP
Percentage Minorities: Intro CS & AP
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!
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
Challenges and Professional
Development Needs
Other Reported Challenges
*Not on CSTA Survey
Lack of parental encouragement for students to take CS
89%
Lack of guidance staff knowledge about importance of CS
88%
Lack of student math preparation
88%
Lack of parental knowledge about the importance of CS
87%
Inability to attract women and minorities to CS classes
75%
Being asked to teach multiple CS related courses in the same classroom
at the same time
74%
Lack of support/interest by school leadership
74%
Lack of a professional community of other CS instructors
71%
Lack of internships for students
68%
Lack of professional development opportunities
65%
Creating a curriculum that satisfies district and state standards
63%
Understanding state curriculum standards
57%
Breakout Discussion (10 minutes):
• What challenges do you face as a CS teacher?
• How do the challenges you face as a CS
teacher compare to those reported by the
survey respondents?
• What is the one change that you would you
recommend to your principal/superintendent
to counteract these challenges?
Closing Comments and Wrap-Up