Extending the Pipeline:Why K-12

Computer Scienceis Essential to

Higher Education

Robb CutlerComputer Science Teachers Association

My Background

Introduced to computers in 6th grade C.S. Degree Software Engineer / Architect K-12 Education AP CS and Advanced Topics

Courses

Defining Computer Science

Problem Solving Algorithmic Thinking Systems Analysis Logic Not just programming (though it

plays a big part)

CS is Clearly Important

Technology-oriented world Necessary for success in other

disciplines Basic skills are assumed Advanced skills are often required

(though often not explicitly)

Teaching CS in Kindergarten

Sorting Searching Recursion Boolean Arithmetic Queues Everyone Does It!

Teaching CS in Elementary

Sorting Searching Recursion Boolean Arithmetic Queues Everyone Does It!

Teaching CS in High School

Programming AP Computer Science Almost No One Does It…

– 86,000 AP Physics tests– 87,000 AP Chemistry tests– 132,000 AP Biology tests– 256,000 AP Calculus tests– 20,000 AP Computer Science tests

Where’s the Disconnect?

Other disciplines move to formalize learning along a steady, coherent, well-articulated curricular track

Everyone is required to take English, Math, Science, History – K-12

Why Not CS?

CS is not accessible

Perception as geeky Always sitting in front of a computer Too much work Not fun No long-term reward Not perceived as important

So, Why is This a Problem?

CS enrollments are down– “The percentage of incoming

undergraduates indicating that they would major in CS declined by over 60 percent between the Fall of 2000 and 2004, and is now 70 percent lower than its peak in the early 1980s” (Higher Education Research Institute / UCLA)

So, Why is This a Problem?

QuickTime™ and aTIFF (Uncompressed) decompressor

are needed to see this picture.

But There aren’t Any Jobs…

Not true– “Information technology appears as

though it will be a growth area at least for the coming decade, and the U.S. government projects that several IT occupations will be among the fastest growing occupations during this time.” (ACM Report – February, 2006)

But There aren’t Any Jobs…

Offshoring?– Only 2-3% of IT jobs lost annually

through offshoring– “U.S. IT sector's overall growth should

outpace that loss of jobs, expanding opportunities for those trained in fields such as software architecture, product design, project management and IT consulting.” (CNNMoney.com citing ACM Report – February, 2006)

How Can K-12 Help?

Pipeline begins early (even Kindergarten!)

Increase interest by underrepresented populations

Better prepared students in CS enhance your programs

Recognition of CS as an essential discipline

Understanding K-12 Issues

Class sizes Teaching periods per day Vastly different learning levels Students often not engaged One person department CS vs. Technology Battle for funding NCLB Feeling of disconnect with higher ed.

Working Together - CSTA

Membership and advocacy organization representing K-12 computer science

In development since 2000 with ACM K-12 Education Task Force and first CS&IT Symposium

Model Curriculum for K-12 CS Education in 2003

CSTA launched in 2005

Working Together - CSTA

4000+ members Professional development

– JETT / TECS / CS&IT Symposia Development of resources Support for national curriculum and

teacher standards Research into K-12 CS education

Working Together

Help us help you with pipeline issues K-12 teachers need your support to

help keep their knowledge and skills current

Your research can inform our work Improving K-12 CS education gives

you better (and more) students Improved communication helps

everyone

Challenges

Join CSTA: http://csta.acm.org Become involved in K-12 CS in your local

area– Understand their issues– Offer guidance and support– Host a TECS workshop

Lobby your admissions office to encourage formal computer science as a course of study for high school applicants