Chapter Six
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Chapter six
Reflections on the Computing Crisis
Contents |
6.1 Background
Today’s computer science programs grew out of the development of the mainframe computer in the US and Europe in the 1940s and 50s immediately after the Second World War. Computing received a boost with the advent of the microprocessor in the late 1970s and then the number of courses in computer science rapidly expanded.
Education in computer science has expanded in recent years, particularly in India and China. However, the number of students enrolling on computer science programs in countries where computer science education had hitherto been expanding (e.g., the US, Canada, the UK, Mexico) has begun to decline. This decline in student enrolment is taking place at a time when the demand for skilled professionals is increasing. The reduction in enrolment and the increase in demand has become so severe, that it is now referred to as the Computing Crisis.
In undertaking their work the Interim Review Task Force gave a great deal of consideration to the current crisis in computing, characterized by falling enrolments since 2000 and a shortfall in the number of graduates required to meet the national needs of some countries. The reasons for this situation are complex and involve many factors.
Future trends and developments in the enrolment of students cannot be predicted, nor can the demands of industry. The crisis may be resolved in two or three years or it may become worse in some countries. The Task Force has taken the view that it should comment on these trends in order to support and help the community. The problem just cannot be ignored.
The often-quoted observation that today’s students find the computing curriculum unattractive is painful to those involved with higher education. Many factors play a role in the public image of computer science. In particular, students may develop a negative attitude towards computing as a result of poor pre-university computer science education which can give students the impression that computer science is synonymous with keyboard skills, word processing and the use of spreadsheets. Some students may expect computer science to be all about music and film production, web development and entertainment and find it difficult to relate to the mainstream computer science curriculum. Whatever the causes in declining enrolment in some countries, we cannot ignore this issue.
The often-quoted observation that today’s students find the computing curriculum unattractive is painful to those involved with higher education. Many factors play a role in the public image of computer science. In particular, students may develop a negative attitude towards computing as a result of poor pre-university computer science education which can give students the impression that computer science is synonymous with keyboard skills, word processing and the use of spreadsheets. Some students may expect computer science to be all about music and film production, web development and entertainment and find it difficult to relate to the mainstream computer science curriculum. Whatever the causes in declining enrolment in some countries, we cannot ignore this issue.
There were a number of factors to be taken into account when considering the reduction in enrolment; some of which are:
- not to change the fundamental nature of the discipline, and not to over-simplify the curriculum and reduce the academic level of the discipline.
- to provide a curriculum that is interesting and attractive to current students, and equip them with skills and abilities to undertake a career in computing
- to recognize that the computing crisis is a key issue within the computing community and this underpins much current research and experimentation. Moreover, it is important to encourage and support further endeavors in this regard.
- not to offer advice that is known to work in one specific environment but to offer advice of a generic nature so that different groups in the community will be encouraged to seek solutions appropriate for them and their students
One way of tacking the decline in enrolment is to seek better and more innovative ways of delivering the curriculum. It is vital that we motivate and engage with the students in order to improve both recruitment and retention. The purpose of this chapter is of offer some general suggestions about this matter.
6.2 Application domains
The range of computer applications is enormous and they cover every sphere of activity. Moreover, the range of applications grows wider with each day.
- computing and computers have been responsible for as much as 75% in the economic growth in the US since around 1995.
- the computer, through simulation and modeling, is the laboratory of the future for scientists. Computer simulation is found in applications ranging to the design of new drugs to the creation of energy efficient aircraft.
- education and entertainment have been heavily influenced by developments in computing. In a very short time, the digital camera has replaced an entire industry based on chemicals and specialized photographic processing. Similarly, the Internet has become a primary source of information for many and has replaced books and the written word.
- in the world of business computers play a huge role and now developments in enterprise architecture are tending to dictate the way in which organizations have to be organized.
All these observations imply that there is a rich and diverse set of evidence in the form of applications and developments that can be used to enliven the curriculum and so motivate students.
These applications of computers illustrate the importance of innovation in computing. Teaches have scope for building on innovation and incorporating it in their teaching materials. By drawing attention to innovation students can be motivated towards thinking about exciting developments for the future and the related benefits and challenges. There are related issues here about the important role that undergraduate research can play in the curriculum
6.3 Contextual issues
The notion of context is important from a motivational and educational perspective. For instance, context can provide a framework in which to embed the teaching of computing. This can be at the level of
- a program of study such as games computing, multimedia computing, robotics, mobile computing, forensic computing, etc
- individual courses, that address topics such as safety, security, games programming, robotics, etc
- a group or cluster of courses that tackle a common theme such as ‘the computerized home’
Suitably choosing labels and titles can significantly influence the look and the feel of the curriculum.
Context can also help significantly in addressing issues such as innovation, reflecting the view that computing developments drive innovation and seeking to build on that. Again, there are different levels at which this might be addressed during lifetime of a program of study. A widely held view is that innovation is best taught in context, i.e. provide a student with a particular context in which to innovate.
As well as formal lectures, a course of study may include exercises, coursework, project work, etc. By applying a suitable context student may be motivated to invest effort and energy in their work. Similarly, students may be encouraged to undertake internships in different industries or organizations in order to increase their overall motivation.
6.4 Pedagogical considerations
As in all disciplines there are approaches to teaching that inspire and encourage students. Such inspiration is particularly relevant in the early years of a course at a time when students are often coming to terms with the choices they face. In later years it is necessary to strike a balance between challenging students and yet building up their confidence and skill levels. Successful courses should emphasize the relevance of the taught work to career opportunities, providing exciting and imaginative exercises, giving regular and helpful feedback as well as encouragement are all crucial in influencing students.
Even in the context of teaching the syllabus there is scope for including observations about the wider applicability and the relevance of ideas from computing. The term ‘computational thinking’ has been coined to illustrate this concept. We need to develop and refine the notion of computational thinking. In some cases this may be a small step but yet it can serve over time to change perceptions about the discipline and to place it in a much more central position in terms of its wider relevance and its position in education for today’s society.
6.5 Final observations
The Interim Review Task Force has adopted the view that it would be dangerous to be more prescriptive when considering solutions to the ‘crisis in computing’. It was felt undesirable to select particular approaches here for special attention. However, the feeling is that we should encourage ‘different flowers to blossom’, that is, the community should be encouraged to experiment in their own particular local context so that they can find solutions that work for them.
Consequently, the Task Force has decided to leave some room in course prescriptions to allow individuals to customize, to provide this context, to experiment, and to motivate students.
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