Ensuring Exemplary. Teaching in an Essential Discipline:

Transcription

1 Ensuring Exemplary NOTES Teaching in an Essential Discipline: Addressing the Crisis in Computer Science Teacher Certification

2 Ensuring Exemplary Teaching in an Essential Discipline: Addressing the Crisis in Computer Science Teacher Certification By the CSTA Teacher Certification Task Force

3 Ensuring Exemplary Teaching in an Essential Discipline: Addressing the Crisis in Computer Science Teacher Certification Final Report of the CSTA Teacher Certification Task Force September 2008 Task Force Chair Barbara Ericson Georgia Tech Committee Members Michal Armoni Weizmann Institute of Science Judith Gal-Ezer Open University of Israel Deborah Seehorn North Carolina Dept. of Public Instruction Chris Stephenson CSTA Executive Director Fran Trees Drew University

4 Computer Science Teachers Association Association for Computing Machinery 2 Penn Plaza, Suite 701 New York, New York csta.acm.org Copyright 2008 by the Association for Computing Machinery, Inc (ACM)/ Computer Science Teachers Association (CSTA). Permission to make digital or hard copies of portions of this work for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, to republish, to post on servers or to redistribute to lists, requiresprior specific permission and/or a fee. Request permission to republish from:publications Dept. ACM, Inc. Fax or permissions@acm.org.for other copying of articles that carry a code at the bottom of the first or last page, copying is permitted provided that the per-copy fee indicated in the code is paid through the Copyright Clearance Center, 222 Rosewood Drive, Danvers, MA ACM ISBN: # ACM Order Number: # Additional copies may be ordered prepaid from: ACM Order Department Phone: P.O. Box (U.S.A. and Canada) Church Street Station New York, NY (All other countries) Fax: acmhelp@acm.org

5 Acknowledgments The CSTA Certification Task Force would like to thank the following organizations and individuals. First, we would like to thank the National Science Foundation for their support of CSTA as an organization and for their commitment to improving computer science education. We would also like to thank our CSTA corporate sponsors (Google, Microsoft, and Sun Microsystems) for their ongoing support. We are especially grateful to all of the individuals who took the time to read and review this document, especially Steve Cooper, Robert Cutler, Joanna Goode, Michelle Hutton, and Alfred Thompson. And to Mark Stehlik and Jacqueline Martin who contributed important information with regard to teacher certification. Thanks are due to our wonderful designer Bob Vizzini and to our exacting copy editor Kate Conley. To CSTA President Michelle Hutton and Advisory Council Chair Dr. Debra Richardson and to all of the members of the CSTA Board of Directors and Advisory Council. Finally to all of the staff and volunteer leadership of ACM, who brought CSTA into being and continue to support us every day.

6 c o n t e n t s EXECUTIVE SUMMARY GUIDE TO THE ORGANIZATION OF THIS PAPER CHAPTER 1: Setting Computer Science Teacher Certification in Context Defining Computer Science The Importance of Computer Science Education Computer Science Is Important to Industry Computer Science Leads to Multiple Career Paths Computer Science Is Important Intellectually Computer Science Teaches Problem Solving Computer Science Supports and Links to Other Sciences A Brief Overview of Issues Relating to Teacher Certification Confusion About Teacher Certification Requirements Where There Are No Requirements or Requirements Are Highly Problematic Conclusion References CHAPTER 2: Computer Science Secondary Teacher Preparation and Certification: A Review of Relevant Research Introduction Setting the Research in the Pedagogical Context Preparing Teachers What Teachers Must Know Theory and Practice in Teacher Preparation Programs The Methods Course The Preparation and Certification Debates Computer Science Teacher Preparation and the Nature of the Discipline Computer Science Teacher Certification Conclusion References

7 CHAPTER 3: Selected Current Models of Computer Science Teacher Certification Introduction Pennsylvania State Certification Covered Courses Endorsement or Certificate Requirements Alternative Teacher Requirements Professional Pathway Pre-service Requirements In-service Requirements Professional Development Requirements Problems Georgia State Certification Covered Courses Endorsement or Certificate Requirements Alternative Teacher Requirements Professional Pathway Pre-service Requirements In-service Requirements Professional Development Requirements Problems Texas State Certification Covered Courses Endorsement or Certificate Requirements Alternative Teacher Requirements Professional Pathway Pre-service Requirements In-service Requirements Professional Development Requirements Problems Scotland Teacher Certification Covered Courses Endorsement or Certificate Requirements

8 3.4.3 Alternative Teacher Requirements Professional Pathway Pre-service Requirements In-service Requirements Professional Development Requirements Problems Israel Teacher Certification Covered Courses Endorsement or Certificate Requirements Alternative Teacher Requirements Professional Pathway Pre-service Requirements In-service Requirements Professional Development Requirements Problems References CHAPTER 4: Recommended Models for Teacher Preparation and Certification in Computer Science Developing a Multi-faceted Model The Current Challenges of Computer Science Certification Standards for all Computer Science Teachers A More Detailed Discussion of the Methods Course Preparing New Teachers to Teach Computer Science Certification of Veteran Teachers with a Certification in Another Area Teachers With No Computer Science Experience Teachers With Computer Science Experience Certification of Individuals Coming from Business with a Computer Science Background The Need for Continued Professional Development Conclusion References CHAPTER 5: Bibliography

9 Ensuring Exemplary Teaching in an Essential Discipline: Addressing the Crisis in Computer Science Teacher Certification Final Report of the CSTA Teacher Certification Task Force September 2008 Executive Summary COMPUTER SCIENCE EDUCATION IS CRITICAL Although it is often perceived, especially in secondary schools, as simply programming, computer science is far more than this. Every child in every classroom, every teacher in every school, and every person in every community is affected by technology, and the roots of technology were founded upon the work of innovative computer scientists. Computer science education is strongly based upon the higher tiers of Bloom s cognitive taxonomy, as it involves design, creativity, problem solving, analyzing a variety of possible solutions to a problem, collaboration, and presentation skills. These skills allow students to express their ideas in ways that will prepare them for the competitive world in which they live. A fundamental understanding of computer science enables students to be not just educated users of technology, but the innovators capable of using computers to improve the quality of life for everyone. There is also a critical link between computer science education and the economic issues that an increasing number of countries are facing in light of the new global economy. The U.S. economy, for example, is expected to add 1.5 million computerand information-related jobs by The U.S. education system, however, is not producing enough highly skilled people to fill these critical positions. Current projections indicate that the United States will have only half that many qualified graduates. Countries that do not address these deficits immediately and vigorously will face long-term skills shortages that will cripple both academic computing and their high tech industries. They will be seriously compromised in their ability to maintain or improve their positions in computing, communications, information science, and engineering. In addition, they will be unable to capitalize on current and future innovations that are already providing untapped economic and social opportunities. THE CERTIFICATION SYSTEM IS BROKEN Within most educational systems internationally, the task of ensuring that teachers are adequately and appropriately prepared to teach a given discipline at a specified educational level rests with the bodies responsible for teacher certification. These bodies must determine not only what a teacher needs to know in order to be a certified educational professional, but how that knowledge should be measured. For computer science teachers, however, the challenge of becoming and remaining exemplary educators is exacerbated by systems of pre-service education and teacher certification that are profoundly disconnected from the discipline of computer science and the needs of teachers and students. The current crisis in computer science teacher certification can be attributed to two key factors: a lack of clarity, understanding, and consistency with regard to current certification requirements 11

10 where certification or endorsement requirements do exist, they often have no connection to computer science content. Research has shown that, in the United States at least, teachers are profoundly confused about the certification requirements in their own states. Because many of those responsible for creating, implementing, and enforcing policies relating to teacher certification do not understand the discipline and its theoretical, practical, and pedagogical underpinnings, they also tend to confuse computer science with other subject areas such as technology education/educational technology (TE/ET), industrial or instructional technology (IT), management information systems (MIS), or even the use of computers to support learning in other subject areas. As a result, the certification requirements are often poorly understood, poorly applied, and in some cases so poorly designed as to be incomprehensible even to those responsible for maintaining them. The deficiencies relating to computer science teacher certification begin as early as the teacher preparation program. Because so few countries or states/provinces require or allow for teachers to be certified specifically as computer science teachers, very few teacher preparation institutions provide programs with rigorous and relevant computer science training. In the absence of clear and specific requirements for computer science, these institutions have little or no incentive to address the needs of computer science teachers. Because they cannot be certified as computer science teachers, new teachers find that they must first meet the certification requirements in some other discipline, requiring them to develop and prove teaching proficiency in a field in which they do not actually wish to teach. In some cases, where teachers can actually receive an additional endorsement to teach computer science, the content they are required to master may have no more than a tangential relationship to what is needed to teach in a computer science classroom. In many cases, teachers who clearly have the requisite knowledge and skills (for example, those with both current teaching credentials and postsecondary degrees in computer science) are unable to be certified in computer science, while those with vocational or business certification but no computer science background are. In addition, while there needs to be a reasonable process for individuals who wish to transition from careers in the high tech industry to teaching, it is equally essential to ensure that they possess strong teaching skills as well as technical skills. Where there is no system of computer science certification or endorsement in place, teachers with little or no computer science training are also frequently assigned to teach computer science courses. Without these teachers, many students would have no opportunity to learn computer science. But the continual struggle to stay one step ahead of the students in a constantly changing discipline takes an enormous toll on even the most dedicated educators. A MULTI-LEVEL MODEL TO MEET DIVERSE NEEDS It is absolutely essential that all computer science teachers, new and veteran, have adequate preparation to teach computer science successfully. It is equally important that we do not drive good dedicated teachers who are already teaching computer science away from the discipline or even the classroom. The challenge for any model of teacher certification, therefore, is to find a way to deal fairly and respectfully with our existing teaching community, while at the same time ensuring that they are prepared to be the best computer science teachers they can be. Although the populations from which we draw our computer science teachers are diverse (creating a wide continuum of expertise and experience) we believe that any preparation program for computer science teachers must include the following four major components. 12

11 1. Academic requirements in the field of computer science 2. Academic requirements in the field of education 3. Methodology (a methods course) and field experience 4. Assessment to document proficiency in general pedagogy, for example the Praxis II Principles of Learning and Teaching Test In the present educational structure, the majority of K 12 computer science teachers are drawn from one of the following constituencies: new teachers: presently college or university students working towards their first teacher certification, veteran teachers with a certification in another area who have never taught computer science, veteran teachers with a certification in another area who have experience teaching computer science, and individuals coming from business with a computer science background and no teaching experience. The CSTA Certification Task Force therefore recommends the educational bodies institute the following multi-level model that we believe provides the requisite knowledge (both technical and pedagogical) for computer science teachers. New Teachers Degree Bachelor s degree or higher in computer science or a minor in computer science Academic and Field Experience A seminar-type course that includes the history of computer science, the nature of the field and its relationship with other disciplines, the various computer science curricula at both high school and college/university levels Writing a research paper in the field of computer science education Academic requirements in education Curriculum design and development Educational Psychology Technology in the classroom Methodology and field experience Methods course Class observations and a minimum of 10 weeks of practice teaching Praxis exam Praxis II: Principles of Learning and Teaching Exam or equivalent satisfactory performance on a similar assessment to document proficiency in general pedagogy Veteran Teachers with NO Computer Science Teaching Experience Degree Bachelor s degree or higher in a field other than computer science Certification Certification in an academic discipline other than computer science Academic and Field Experience (to be completed within 3 years) Academic requirements in the field of computer science include advanced coursework in the following areas programming object-oriented design data structures and algorithms computer hardware and organization Methodology requirements can be documented by the completion of at least one of the following: Methods Course Observing a complete K 12 computer science course 13

12 Veteran Teachers WITH Computer Science Teaching Experience Creating a portfolio that documents pedagogy in the computer science classroom Degree Bachelor s degree or higher in a field other than computer science Individuals Coming From Business WITH A Computer Science Background Certification Certification in an academic discipline other than computer science Computer Science Teaching Experience Teaching an Advanced Placement Computer Science course (or the equivalent) for at least two years, and/or Teaching International Baccalaureate HL Computer Science (or the equivalent) for at least two years, and/or Teaching a rigorous introductory computer science course (equivalent to the Level II course described in the ACM Model Curriculum for K 12 Computer Science) for at least two years Academic Work and Field Experience (to be completed within 3 years) Academic requirements in the field of computer science can be documented by completing one of the following: Completion of a minimum of 40 hours of professional development workshops designed for teachers of computer science. Advanced coursework in the following areas: programming object-oriented design data structures and algorithms computer hardware and organization Methodology requirements can be documented by the completion of at least one of the following: Completion of a minimum of 40 hours of professional development workshops designed for teachers of computer science. Methods Course Auditing of one complete K 12 computer science course Degree Bachelor s Degree or higher in Computer Science Bachelor's Degree or higher in a related field including: Bioinformatics Computer Information Systems Computer Programming Computer Systems Engineering Database Systems Electrical Engineering Information Science Information Systems Design Information Technology Mathematics Networking Robotics Software Engineering Undergraduate minimum 2.5 GPA on a scale of 4.0 Undergraduate minimum 3.0 GPA in major field on a scale of 4.0 Work Experience A minimum of two years of related work experience within past five years Academic Work (a total of 18 college/university credits) and field experience (to be completed within 3 years) Academic requirements in the field of computer science include advanced coursework in the following areas (minimum of 3 credits) programming object-oriented design data structures and algorithms computer hardware and organization Academic requirements in the field of education (minimum of 9 credits) 14

13 The number and depth of other required education courses should be the same as those required for teaching certification in other disciplines Methodology and field experience Methods course (3 credits) Class observations and a minimum of 10 weeks of practice teaching Praxis Exam Praxis II: Principles of Learning and Teaching Exam or equivalent satisfactory performance on a similar assessment to document proficiency in general pedagogy CONCLUSION There is a significant lack of consistency in computer science teacher certification standards in the United States and other countries worldwide. The standards for computer science licensure, a computer science teaching endorsement, and alternate licensure in computer science that are presented in this paper are designed to assist the state licensing departments responsible for issuing licenses to qualified education professionals within their respective states. The ultimate goal of this effort is to ensure that the standards for computer science teachers are clear, consistent, and are uniformly implemented in the United States as well as in other countries. It is critical that these standards be universally accepted and applied to the licensing of high school computer science teachers. 15

14 Guide to the Organization of this Paper This white paper has been designed to address a number of different aspects of the current crisis in high school computer science teacher certification. The intent of the authors is to provide: a comprehensive description of the issues relating to certification, a review of the relevant literature, a selection of examples of current teacher certification models, and a set of recommendations for a multi-level model of computer science teacher certification that will ensure that all computer science teachers have the opportunity to demonstrate that they are exemplary teachers of this important academic discipline. Chapter One (Setting Computer Science Teacher Certification in Context) provides an overview of the importance of high school computer science education and the importance of teacher certification policies. This chapter highlights the ways in which computer science education contributes to intellectual development of students, the innovation potential of all scientific disciplines, and the economic well being of countries. It also highlights the ways in which current common deficiencies in teacher certification policies are hampering efforts to ensure that teachers are well and appropriately prepared for the rigors of today s computer science classrooms. Chapter Two (Computer Science Secondary Teacher Preparation and Certification: A Review of Relevant Research) provides an extensive review of international research literature relating to teacher preparation and teacher certification. This chapter highlights the different kinds of knowledge and skills required for exemplary teaching. It also highlights the intimate connection between pre-service teacher education and teacher certification. Chapter Three (Selected Current Models of Computer Science Teacher Certification) examines a series of different models of computer science teacher certification. The chapter examines the certification policies and requirements in the U.S. states of Pennsylvania, Georgia, and Texas as well as the national teacher certification policies in Scotland and Israel. For each of these models, the chapter provides a review of covered courses, endorsement and certification requirements, alternative teacher certification requirements, in-service provisions, and professional development requirements. Finally, Chapter Four (Recommended Models for Teacher Preparation and Certification in Computer Science) proposes a set of practical, achievable strategies and recommendations that could profoundly improve the teacher certification process in many states and countries. This chapter proposes a comprehensive set of requirements for the following groups of teachers: New teachers entering from teacher preparation programs, Veteran teachers with a certification in an area other than computer science who have no computer science experience Veteran teachers with a certification in an area other than computer science who do have computer science experience, and Individuals coming from business with a computer science background. 16

15 CHAPTER ONE SETTING COMPUTER SCIENCE TEACHER CERTIFICATION IN CONTEXT 1.0 DEFINING COMPUTER SCIENCE Teacher certification is an essential part of the educational landscape. It is clearly in the best interests of students to ensure that our teachers have both the requisite subject knowledge and pedagogical skills before they enter the classroom. Talking about computer science teacher certification, however, creates great trepidation for some teachers. Because computer science is a relatively young discipline, curriculum varies widely nationally, statewide, and sometimes even within a district and many teachers have no formal background in the field. Is it any wonder that teachers are worried about being evaluated in this context? In this white paper, The Computer Science Teachers Association (CSTA) provides a comprehensive examination of the issues surrounding teacher certification in K 12 computer science. We use a research-based approach to examine the public policy arguments and take into account the realities of the current state of computer science education. We conclude by proposing a pragmatic system of certification and professional development linked to the ACM Model Curriculum for K 12 Computer Science (Tucker, 2006), which embraces both current and future computer science teachers. The goal, after all, is to give students the best possible computer science education. One of the challenges we face when discussing computer science education is that the field of computer science seems to progress so quickly that it is difficult even for computer scientists to clearly define its contents and proscribe its boundaries. As Shackelford (2005) noted in his presentation Why can t smart people figure out what to do about computing education?, the landscape of computing continues to evolve and trying to figure out what students need to learn is like trying to hit a moving target. While we do know that computing now provides the infrastructure for how we work and communicate and that it has redefined science, engineering, medicine, and business, it is still poorly understood by those outside the field. Both the boundaries and the content of computer science are constantly being reshaped. New thinking and new technologies continue to expand our understanding of what computer scientists can and need to know. This has resulted in considerable debate about a single definition of computer science. The ACM Model Curriculum for K 12 Computer Science (Tucker, 2006), however, provides a highly useful definition of computer science for high school educators. Computer science, it argues, is neither programming nor computer literacy. Rather, it is the study of computers and algorithmic processes including their principles, their hardware and software design, their applications, and their impact on society (pg. 2). Computer science therefore includes: programming, hardware design, networks, graphics, databases and information retrieval, computer security, software design, programming languages, logic, programming paradigms, translation between levels of abstraction, artificial intelligence, the limits of computations (what computers can t do), applications in information technology and information systems, and 17

16 social issues (Internet security, privacy, intellectual property, etc.). As Shackelford indicated, prior to 1990, the discipline was defined as Computer Science if taught as part of the traditional Arts and Science curriculum and as Information Systems if taught as part of the Business curriculum. Since that time, however, it has burgeoned into a number of additional distinct areas, each of which involves its own approach to both theory and application. These areas include Computer Engineering, Software Engineering, and Information Technology. In terms of university degree programs, the post-1990s are typified by intersecting subdisciplines including: Electrical Engineering, Computer Engineering, Software Engineering, Computer Science, Information Technology, and Information Systems. While there has been progress in defining computing curriculum at the college level, there continues to be much confusion about computer science in K 12 education. Among those not familiar with the discipline, there is a tendency to confuse the study of computer science as a scientific discipline with other uses of computing technology within education, particularly computing literacy (the mastery of basic software applications), keyboarding, or educational technology (the use of computing to support learning across other curriculum areas). As a result, many policy-makers and administrators are failing to provide students with access to the key academic discipline of computer science, despite the fact that it is intimately linked with current concerns regarding national competitiveness and the ability of students to thrive in an increasingly globalized economy. Two other terms that often appear in discussions of computing education are Information Technology Literacy and Information Technology Fluency (National Research Council, 1999). As Tucker, Deek, Jones, McCowan, Stephenson, and Verno (2006) indicate: Whereas IT literacy is the capability to use today s technology in one s own field, the notion of IT fluency adds the capability to independently learn and use new technology as it evolves throughout one s professional lifetime. Moreover, IT fluency also includes the active use of algorithmic thinking (including programming) to solve problems, whereas IT literacy is more limited in scope (p. 6). Educational Technology can be defined as using computers across the curriculum, or more specifically, using computer technology (hardware and software) to learn other disciplines. For example, the science teacher may use a computer-based simulation program to provide students with a better understanding of specific physics principles, or an English teacher may use word-processing software to help students improve their editing and revision skills. Tucker et al. (2003) defined Information Technology as the proper use of technologies by which people manipulate and share information in its various forms (p. 6). While Information Technology involves learning about computers, it emphasizes the technology itself. As Shackelford (2005) noted, Information Technology specialists assume responsibility for selecting appropriate hardware and software products, integrating those products with organizational needs and infrastructure, and installing, customizing and maintaining those resources (p. 22). Information Technology courses, therefore, focus on: installing and administering computer networks, installing, maintaining, and customizing software, managing systems, designing web pages, and developing multimedia resources and other digital media, and databases. Computer Science, on the other hand, spans a wide range of computing endeavors, from theoretical foundations to robotics, computer vision, intelligent 18

17 systems, and bioinformatics. According to Shackelford, for example, the work of computer scientists is concentrated in three areas: developing effective ways to solve computing problems, designing and implementing software, and devising new ways to use computers. Citing the conclusion of the National Research Council (1999) that a basic understanding of all these topics is now an essential ingredient to preparing high school graduates for life in the 21st century, Tucker et al. (2003) further argued that the goals of a K 12 computer science curriculum are to: introduce the fundamental concepts of computer science to all students, beginning at the elementary school level, present computer science at the secondary school level in a way that would be both accessible and worthy of a curriculum credit (e.g., mathematics or science), offer additional secondary-level computer science courses that will allow interested students to study it in depth and prepare them for entry into college, and increase the knowledge of computer science for all students, especially those who are members of underrepresented groups. 1.1 THE IMPORTANCE OF COMPUTER SCIENCE EDUCATION At present, all evidence points to a crisis in computer science education at the high school level. This crisis is most clearly manifested in the decreasing number of computer science courses being offered to students and the resulting drop in enrollments in computer science programs. Course enrollments are dropping at both the secondary and post-secondary levels (Taulbee, ), and the number of young women and minority students studying computing is at an all-time low (The College Board, 2007). The Computer Science Teachers Association (CSTA, 2005a) has identified a number of factors that contribute to this situation, including: the lack of a national mandated high school curriculum for computer science education, the chronic under-funding of computer science programs in high schools, the absence of standards for certification of computer science teachers, a shortage of professional development opportunities that would allow teachers to develop and keep their technical and pedagogical skills current, the inability of school districts to attract or maintain highly qualified teachers in the face of salary and benefit competition from industry, and the lack of understanding on the part of students, parents, guidance counselors, administrators and teachers about computer science in general, how it differs from other areas of computer study, and its newly developing career opportunities. While to some, these issues may just seem to be the result of the natural ebb and flow of student interest in specific disciplines and career areas, the reality is that these challenges have the potential to affect far more than the current generation of students. In fact, the present lack of emphasis on computer science education in K 12 has the potential to devastate not just the high tech industries, but every industry relying on computing to facilitate aspects of its operations. It also has the potential to seriously inhibit national and international efforts to maintain innovation in all areas of technology and science Computer Science Is Important to Industry Our lives depend upon computer systems and the people who maintain them. These systems keep us safe on the road and in air, help physicians diagnose 19

18 and treat health problems, and play a critical role in the design of new drug therapies. A fundamental understanding of computer science enables students to be not just educated users of technology, but the innovators capable of using computers to improve the quality of life for everyone. Although an increasing number of labor and economic specialists are beginning to express concern about the direct and pressing link between technology and innovation and national and international economic survival, very few school administrators and educational policy leaders understand the profound need for computer science education at the high school level. Despite the need for students to incorporate the foundational computer science skills that foster an understanding of the essential technologies found in almost every industry today, in most high schools in the United States, there is little recognition of computer science as a scientific discipline distinct from mathematics or from technology training (National Research Council, 1999; Tucker, 2006). In today s scientific and economic global communities, computer science is helping to push the boundaries of what we know and what we can do. In areas such as nanotechnology and bioinformatics, computer scientists are addressing key questions such as: Why do people become ill? How can we do better at feeding the people of the world? How can we ensure our own national security and the safety of our people? What is intelligence? As a result of these kinds of scientific breakthroughs, the U.S. economy, for example, is expected to add 1.5 million computer- and information-related jobs by The problem, however, is that the U.S. education system is not producing enough highly skilled people to fill these critical positions. Current projections indicate that the United States will have only half that many qualified graduates. Many other countries are facing similar labor issues and if they do not address these issues immediately and vigorously at the national level, they will face longterm skills shortages that will cripple both academic computing and their high tech industries (International Technology Association of America, 2002; Sargent, 2004). They will be seriously compromised in their ability to maintain or improve their positions in computing, communications, information science, and engineering. In addition, they will be unable to capitalize on current and future innovations that are already providing untapped economic and social opportunities Computer Science Leads to Multiple Career Paths The vast majority of careers in the 21st century will require an understanding of computer science. In 10 to 20 years, today s students will be working in jobs not yet invented. Professionals in every discipline from art and entertainment, to communications and health care, to factory workers, small business owners, and retail store staff need to understand computing to be globally competitive in their fields. Thomas Friedman, in his best-selling book The World is Flat (2007), argues that our economy most needs Versatilists, people who have expertise in some domain and in technology. Computer science is the glue that makes it possible for these Versatilists to work together. There is an unmistakable link between success, innovation, and computer science. Progress on understanding the genetics of disease or of creating an AIDS vaccine requires professionals to think in terms of computer science because the problems are unsolvable without the power of computing. Those who understand the technology can make the new movies and invent the new techniques, and they are the professionals who will go beyond simply using what others have invented. Studying computer science can prepare someone to become a professional software developer or designer, but those aren t the only career possibilities. Despite the depressing reports in the media, the reality is that the software engineers have never been 20

19 more in demand in the United States than they are today. Network managers need computer science expertise to install new kinds of routers. So do database designers who help people represent their data in a form that the computer can manipulate. The oil and gas industry is using computer science to map potential oil fields as well as develop the control systems for tapping those fields. Professional computer scientists rarely spend their day writing program code. More often they are working with experts in many fields, designing and building computer systems for every aspect of our society Computer Science Is Important Intellectually The invention of the computer in the 20th century is a once in a millennium event, comparable in importance to the development of writing or the printing press. Computers are fundamentally different from other technological inventions in the past in that they directly augment human thought, rather than, say, the functions of our muscles or our senses. Computers have already had enormous impact on the way we live, think, and act. It is hard to overestimate their importance in the future. In fact, many believe that the true computer revolution will not happen until everyone can understand the technology well enough to use it in truly innovative ways. We live in a digitized, computerized, programmable world, and to make sense of it, we need computer science. An engineer using a computer to design a bridge must understand how the maximum capacity estimates were computed and how reliable they are. An educated citizen making an online purchase, using a voting machine, or bidding in an ebay auction should have a basic understanding of the underlying algorithms of such conveniences, as well as the security and privacy issues that arise when information is transmitted and stored digitally. Computer science students learn logical reasoning, algorithmic thinking, creative problemsolving techniques all concepts and skills that are valuable well beyond the computer science classroom. Students gain awareness of the resources required to implement and deploy a solution and how to deal with real-world constraints. These skills are applicable in many contexts, from science and engineering to the humanities and business, and have already led to deeper understanding in many areas. Computer simulations are essential to the discovery and understanding of the fundamental rules that govern a wide variety of systems from how ants gather food to how stock markets behave. Computer science is also one of the leading disciplines helping us understand how the human mind works, one of the great intellectual questions of all time Computer Science Teaches Problem-Solving Artists, philosophers, designers, and scientists in all disciplines are united in the intensely creative activity of problem solving. Every painting by Picasso is an attempt to solve the problem of capturing an active, three-dimensional world on a flat canvas. Every TV commercial during the Super Bowl is an attempt to solve the problem of how to entice people to want, and then purchase, a product. And every welldesigned scientific experiment provides data to support or refute a theory. Computer science teaches students to think about the problem solving process itself. In computer science, the first step in solving a problem is always to state the requirements of the problem clearly and unambiguously. Often a computer scientist works closely with business people, scientists, and other experts to understand the issues, and to define the problem so explicitly that it can be represented in a computer. This cooperative process requires people with different expertise and perspectives to work together to clarify the problems while considering each other s priorities and constraints. A computer expert helping to design a new computer system for a medical office, for example, has to take into account the workflow, patient privacy concerns, training 21

20 needs for new staff, current and upcoming technology, and of course, the budget. Once the problem is well defined, a solution must be created. Computer hardware and peripheral devices must be selected or built. Algorithms must be designed, and the computer programs that implement them must be written and tested. Existing software systems and packages may be modified and integrated into the final system. In all phases, the computer scientist thinks about resources of computer time and space. Building a system is a creative process that makes our lives better! The process also requires scientific thinking. With each fix of a bug or addition of a new feature, there s a hypothesis that the problem has been solved. Data are collected, results are analyzed, and if the hypothesis turns out to be false, the cycle repeats. A computer scientist is concerned with the robustness, the user-friendliness, the maintainability, and, above all, the correctness of computer solutions to business, scientific, and engineering problems. These issues often require intense analysis and creativity. How will the system respond if the power goes out, or two nurses try to access the same patient record simultaneously, or the insurance company s system is changed, or someone enters unexpected data into the system? Cooperation is again the key. The users and clients have to think about how the system will be used in day-to-day life and anticipate use in the future. Computer specialists draw on their training and experience to avoid problems and to create the best possible solutions. The power of computing is being harnessed for significant developments in the humanities as well. For example, new methods of information storage and access are facilitating the study of rare texts that were previously available only to a few scholars. Computing is also playing a major role in preserving traditional languages that are for the first time, being collected and preserved in a non-oral format. There can be no doubt that computer science is enabling a new world of discovery and progress across all of the sciences and a growing number of humanities fields. As the 2020 Science Report (Emmott, 2006) notes: We believe that computer science concepts and tools in science form a third, and vital component of enabling a golden triangle to be formed with novel mathematical and statistical techniques in science, and scientific computing platforms and application integrated into experimental and theoretical science. (p.8) However, what this report uncovers, for the first time, is a fundamentally important shift from computers supporting scientists to 'do' traditional science to computer science becoming embedded into the very fabric of science and how science is done, creating what we are prepared to go so far as to call 'new kinds' of science Indeed, we believe computer science is poised to become as fundamental to biology as mathematics has become to physics. (p. 10) As the report also indicates, however, achieving this vision also requires fundamental changes to education to ensure that students are both inspired and prepared to thrive in this increasingly technological future Computer Science Supports and Links to Other Sciences Many people would be surprised to learn that most computer scientists do not work for high tech companies, in fact many work in other disciplines, especially other fields of science. Progress in science has always been linked with progress in technology and vice versa. We will need people with diverse skills, abilities, and perspectives to solve the big scientific problems of the 21st century such as grappling with new diseases and climate change. These endeavors especially require people who can integrate computing knowledge with other discipline-specific knowledge. The use of modeling and simulation, visualization and management of massive data sets, for example, has really created an entirely new field computational science. This field integrates many aspects of computer science, such as the design of algorithms and graphics. In science classes, students use sophisticated simulation 22