I have just attended my first Grace Hopper conference organized by the Anita Borg Institute for Women and Technology. The conference sold out with over 1400 people attending. There were a few brave men at the conference but the vast majority of the attendees were women (they even changed some of the men’s bathrooms into women’s bathrooms). It was amazing and exciting to see so many technical women in a variety of shapes, colors, ages, and backgrounds. I was impressed with the energy, enthusiasm, and depth of knowledge.
The keynote speaker was Donna Dubinsky who is the founder of a new company Numenta that is trying to design a computer system that reasons using a model based on the neocortex of the brain. She was also president and CEO of Palm and had also co-founded Handspring.
Jeannette M. Wing from Carnegie Mellon University gave a very interesting speech about some of the great open questions in computer science such as, “What is computable?” and “What is intelligence?” I was standing behind Turing Award winner Fran Allen in line for drinks and got to ask her, “what attracted her to her career in computer science at IBM”. She said that she had big student loans and needed the money!
One of the interesting comments I heard was from a student who said that she was surprised at the number of older women at the conference. Many of the students didn’t know who Grace Hopper or Anita Borg were. I had an interesting talk with Kathryn Kleiman about a documentary that she is working on about the female programmers of the ENIAC and how they have never really gotten credit for their work. You can learn more about the female programmers of the ENIAC at www.eniacprogrammers.org.
There is a documentary fundraiser on Thursday, November 8th 2007 from 6pm – 9pm, at the Google Headquarters in Mountain View, California. Tickets are $100.00 each and you can register at www.google.com/events/eniac.
Everyone has heard of Bill Gates, and Steve Jobs but very few people know about the important contributions of women in computer science. We need to do a better job of recognizing the contributions of women in computing and in educating both men and women about the role women have played in computing!
For more information on Grace Hopper see http://gracehopper.org/2007/about/grace-hopper/.
For more information on Anita Borg see http://anitaborg.org/about/history/anita-borg/.
For more information on the ENIAC programmers see http:// www.eniacprogrammers.org.
Barb Eriscon
CSTA Certification Chair
Author Archives: CSTA Blog
Interesting Article on the Job Market
One of the things we frequently hear from our members is that kids are avoiding computer science courses because they belief that there are not any jobs. We now have more evidence that this is not the case.
Recently, the Chair of the CSTA Advisory Council, Dr. Debra Richardson, sent me this article by eWeek reporter Deborah Perelman that shows that job opporunties for computer science graduates are actually on the rise and so are the salaries.
The article CS Degree Starting Salaries Up 15% Since Bust was published October 5, 2007 in eWeek.
To quote Perelman: “In addition, some of the highest salary offers among all college majors, exceeded only by a few in the engineering field (chemical, computer, electrical and mechanical engineering, specifically), went to graduating computer science majors. Computer science majors saw a 4.5 percent increase in salary offers between 2006 and 2007, bringing the average to $53,051. The increase for information sciences and systems graduates was even greater (5.9 percent), resulting in an average offer of $49,966.”
This is a great article and you should definitely read it, and perhpas even print off a copy for your school’s guidance counsellor, or for the members of the PTA.
Chris Stephenson
CSTA Executive Director
What School Counselors Need to Know About CS
On September 12, 2007 Dr. Debra Richardson, Dean of the Donald Bren School of Information and Computer Sciences at the University of California at Irvine, addressed the University of California High School Counselors and provided the following very valuable information about why computer science is so important.
I want to talk to you this morning about the importance of computer science and information technology education for the next generation.
As you’re all aware, everyone’s life and work are touched by technology. Technological advances impact all disciplines, which requires interdisciplinary collaboration in research imperatives as well as in education. Interdisciplinary education is a real need for students venturing out into today’s global industries.
I’m going to repeat a somewhat controversial quote, but it’s something that is echoing the halls of higher education today: Computing and information “is the liberal arts education of the 21st century – the skill that can be universally applied across domains to help solve the toughest scientific, economic and social problems. Nurturing and energizing the next generation of liberal arts specialists will bring about new dreams and new discoveries.”
It was Dan Reed, Director of the Renaissance Computing Institute who I first heard say this, and it’s just so true. Today’s college graduates simply can’t call themselves properly educated for the 21st century if they don’t have appropriate fluency in computing and information technology.
The Donald Bren School of Information and Computer Sciences prides itself on delivering an interdisciplinary education focused on computing and information technology and how it affects the other disciplines. Our research emphasizes how technological advances improve quality of life and foster economic competitiveness, and this extends to the curriculum we deliver. Today’s global industry has become more dependent on students having a multi-disciplinary skill set, and all of our majors target that mix.
Undergraduate work in CS/IT prepares students for a broad range of careers (such as business consulting, software development, systems analysis and administration, and even teaching) and also to attend professional or graduate school.
Now some of you may be saying, “I can’t send my students to computer science, there are no jobs.” Yet, contrary to the off-shoring hype, the job market in CS/IT is seeing an upward trend. The design and innovation jobs remain here in the U.S. and that’s what we train our students for. In fact, the U.S. Department of Labor projects that five of the ten fastest growing occupations for college graduates are in the CS/IT sector with over 2 million new jobs in the this sector expected by 2014.
The CS/IT discipline appreciates, seeks out and is made stronger by diversity – diversity of experiences and perspectives, and in gender and ethnicity.
As counselors, you are in a unique position to encourage young people to explore their interests and talents for CS/IT study. Send us your high-achieving students, with or without previous exposure to the field, who are driven by analytical challenges, are creative and design-oriented, and enjoy working with others on team-based problem-solving.
As counselors, you are able to help identify curriculum needs and changes at your high schools that will help increase your students’ exposure to and strengthen their skill set with CS and IT concepts.
As counselors, you belong to an important collective of UC partners who are helping tomorrow’s educators, doctors, business professionals, leaders and informed citizens to find the path, setting and method that best fit their interests, aptitudes, educational and career goals.
Debra Richardson
South Carolina Takes Ambitious Leap
About six months ago, a group of department chairs, university and technical college faculty, teachers, and parents in South Carolina came together with the goal of bringing back the enrollments in undergraduate programs in computing. Now with the support of the South Carolina Superintendent of Education, Dr. Jim Rex, they are moving ahead on an ambitious plan to revamp high school computer science in South Carolina. Duncan Buell, Chair of the Department of Computer Science and Engineering at the University of South Carolina gave me the following update on the Computing Competitiveness Council’s plan.
Our committee’s goal is to improve students’ future employment opportunities and South Carolina’s share of the knowledge economy. Over the last few months we have developed an analysis of why computing education may be the way it is and a plan for changing the situation for the better.
One of the problems we see is that although there are departments of math, science, and business, there is no “department of computing” in the high schools, and thus there is no focus and no champion of computing per se. Over the long term we hope to change that situation, even if only to create virtual departments of computing comprising faculty from other departments. We feel we have made a major step forward in this direction in that the major guidance brochure for the STEM disciplines now features computer science prominently along with mathematics, science, and pre-engineering.
We have also, at least in the Columbia area where USC is located, identified a school district willing to work with us on curricular issues and program development. In South Carolina, high school students choose a major. Last week the district and I worked out a major in computer science that will be advertised as one of the STEM disciplines. At USC, we are also developing a variation of the ACM/CSTA Level II course that will be suitable for distance delivery and satisfy a state computer science requirement that all too often has turned into a computer literacy requirement.
We also intend to create a distance delivery version of the course and thus to mitigate problems with rural schools and the difficulties faced by school districts in justifying the staffing of computing classes with teachers. The other university participants in the CCC are currently searching for suitable districts in their regions of the state.
Finally, we will be planning teacher preparation courses for summer 2008 both in the new Level II course and in Advanced Placement Computer Science, whose enrollment has shrunk in South Carolina to less than ten percent of that of AP Calculus. As our plans develop, we will be asking the state for support for teachers to induce them to make the effort to prepare for teaching these classes.
Overall, our goal is to coordinate the presentation to students and parents of the message about computing as a discipline and computing as a career and to provide schools with the documentation, support, and teacher preparation necessary to deliver that message. It’s a tall order, but if we do not participate, then we can’t very well complain about what message does get sent.
Duncan Buell
BUELL@engr.sc.edu
If We had a Million Dollars or Even Two
“What would CSTA do if it had unlimited financial resources? What projects would it undertake that would truly improve K-12 computer science education and address our current enrollment crisis?”
CSTA is now beginning its third year of operations and once again we are doing extensive strategic and financial planning. Yesterday I presented an early draft of our sustainability plan to the CSTA Advisory Council and the Council members asked me these questions.
First, it is important to note that I am quite conservative when it comes to fiscal planning. I don’t like to spend money I am not sure we have. Also, I think that after having spent more than 20 years in K-12 education, I am so used to being told we have to do more with less, I have forgotten how to dream really big.
So I am turning this question over to you, the real experts, our member and colleagues in K-12 and asking for your ideas and dreams.
If CSTA had unlimited funds, what could we do that would truly impact K-12 computer science education for the better?
Chris Stephenson
Executive Director
What would you say to the world?
As educators we know that we impart more to our students than just content knowledge. Life lessons, motivations, these come along with the classroom content of variables and arrays. We share student’s hopes and dreams and often wonder what happened to “so and so” every now and again.
But what if we were asked to put aside content? Focus instead on the life lessons? Many universities across the country have been asking professors to do just this in a series called “last lectures”. The professors were to give what they imagined to be their last lecture in life. What would you say? Who would you address it to?
Hypothetical has a way of becoming true. This week Carnegie Mellon professor Randy Pausch gave his lecture entitled “Achieving your Childhood Dreams” as a part of this lecture series. The catch? It just might be one of his last. Randy is one of the co-creators of Alice and has contributed enormously to computer science in his career. Randy also has terminal cancer and has been given just a few weeks to live.
The lecture that he gave was taped and can be viewed through CMU for a short while. The lecture itself is 2 hours, but watching it goes much faster than that. The Wall Street Journal has a good article with a short highlights video of the lecture.
I highly recommend watching the lecture, sharing it with your students and talking about the life lessons that it evokes. The lecture is light and full of humor and something not to be missed.
Leigh Ann Sudol
CSTA Communcations Chair
Introducing your new board members Part III
Welcome back for the third and final installment of “Meet your new board members”. The third new member of the CSTA Board of Directors is David Burkhart. David is the newest K-8 teacher representative and he and brings experience with teaching computing to the lower grades to the board. Dave and I sat down in cyberspace and had a little chat.
Where are you from and what are you doing now in addition to being one of CSTA’s newest board members?
I am the Computer and Multimedia teacher at West Muskingum Middle School in Zanesville, Ohio. I also serve as the middle school technology mentor. I am a Master’s Degree candidate at Ohio University, graduating June 2008 with a degree in Computer Education and Technology.
Why Computer Science Education?
I feel that it is my responsibility to show my middle school students a wide range of uses and career opportunities within my computer classes. Computer Science is one of the fields that my students enjoy the most.
What do you like to do other than teach?
I love spending time with my two sons, ages 6 and 10. They are involved in Cub Scouts, soccer and music lessons. As a family, we enjoy participating in activities with the Muskingum Valley Vineyard Church.
For you personally which of the statements from CSTA’s purpose has the most significance?
Wow, choose just one? I think the purpose statement that means the most to me personally is “Build a strong community of computer science educators who share their knowledge.” I feel that I have benefited so much through networking with others within the CSTA.
Dave, along with Myra and Brian are bringing new ideas to your Board of Directors, but we want to hear from you as well! What are your hot topics? What can we do to help? Either leave Dave a comment or a question here, or let us know what we should be thinking about as we continue to move forward.
Leigh Ann Sudol
CSTA Communications Chair
Introducing: Your Newest Members of the Board of Directors (Part 2)
Welcome to the second installment of “meet your new directors”. Today’s featured director is Myra Deister who is our newest 9-12 teacher representative.
Myra is an active teacher in Fullerton, CA and teaches mathematics as well as computer science at her high school. She is also involved in a local Java educators support group and a member of the assessment review panel for the California Standards Test in Mathematics.
What got you started in education?
For as long as I can remember, I wanted to be a teacher. In high school I worked as a tutor at the local elementary school and was a member of the Future Teacher’s Club.
Why computer science education?
I became interested in computers when the first Apple computers were sold commercially. I was intrigued as to how it could process the data. My husband wanted a quicker way for me to calculate grades and he found the computer and I found the software. I also decided to pursue a Master’s degree around that time. I discovered that the math Master’s program was not what I wanted to do, but computer science seemed interesting. I finished my Master’s degree in software engineering a few years later and changed school districts so I could teach computing classes.
For you personally which of the statements from CSTA’s purpose has the most significance?
“Build a strong community of computer science educators who share their knowledge.”
This has been very important for me because, as the only computer science teacher on my campus, I appreciate the support of other teachers. For example, this summer our support group decided that we needed to meet to review the new case study. We met for nearly eight hours during which time we were able to answer questions as a group and become more familiar with the case study. Also, during one of the breaks, a teacher and I were taking about Online Learning Management software. I mentioned to him that I was going to purchase server space to move my computer science curriculum there. He told me that our county was offering exactly what I was looking for at no cost. I looked into to it and it was exactly what I wanted. I appreciate the help and suggestions I receive from the teachers that I meet with on a regular basis.
Is there anything else you would like to mention to help the membership get to know you better?
I live in Anaheim Hills with my husband and son. My daughter lives in Costa Mesa. My children are my pride and joy. My son is a full time student at California State University, Fullerton (CSUF) majoring in communications. When he completes his degree, my entire family will be CSUF graduates. My daughter is working as a marketing manager in Costa Mesa for an IT company and does mission work with her church. She is leaving in a few weeks on a mission trip to India.
We welcome Myra to the ranks of leadership and we know that the enthusiasm that she has brought to CS teachers in her local area will translate well into the work that she does as a member of the Board of Directors. If you have any questions or comments for Myra please leave them here. :)
Leigh Ann Sudol
CSTA Communications Chair
Introducing: Your Newest Members of the Board of Directors (Part I)
Education changes so quickly that it is often difficult to keep up with the our professional associations. So, in case you haven’t had the chance to Google the newest members of the CSTA Board of Directors I decided to “virtually” sit down with the new Directors that I met in June, ask them some questions, and share these introductions with you.
Brian Scarbeau is our Board’s newest 9-12 Teacher Representative. Brian is currently working at Lake Highland Preparatory School and brings not only computer science knowledge, but enthusiasm to the Board. Last year, Brian launched the “Grace Hopper Day” to be held at schools to help students and guidance counselors understand more about computer science.
Where are you from and what are you doing now in addition to being one of CSTA’s newest Board members?
I am from The City Beautiful, Orlando, FL. I am a Microsoft MVP and I help teachers and professionals work with ASP.NET and XNA (both programming packages). I am also the user group leader for Dotnetnuke, which is an open source framework for creating Enterprise Web Applications.
It sounds like you have a lot of computing knowledge, what got you started in education?
I was a recreation leader for a summer job and wanted to work with kids.
Why computer science education?
I sold Apple IIe computers and the IBM PC and I’ve worked on all kinds of hardware. I enjoy computer science education because its challenging and fun to teach.
CSTA has a clearly defined mission statement as well as purpose listed on the front page of our website, for you personally which of the statements from CSTA’s purpose has the most significance?
This statement:
Provide teachers with opportunities for high quality professional development.
CSTA has sponsored a symposium for professionals that is by far the best professional development opportunity for cs teachers. The CS&IT symposium has been an event held after the National Education Computing Conference each year. I have had opportunities to go to this event as a speaker and as a participant. I look forward to going every year.
Enough about the serious stuff, what do you like to do other than teach?
I love being with my family and like to golf.
Is there anything else you would like to mention to help the membership get to know you better?
I’m tall, dark, and handsome.
Clearly Brian will be an asset to the organization and our board of directors. If you are interested in his work with Grace Hopper Day you can check out his website at: http://sws.lhps.org/computerscienceed.
I invite you to leave a comment and ask him any questions you might have to get to know him better :) and watch for the next two installments in this series where I introduce other new Board members to you!
Leigh Ann Sudol
CSTA Communications Chair
First Day Activities
Every year this question is asked on the AP List Serv: What do I do on the first day?
I noticed that the question didn’t come up this year, and I know that there are new teachers out there looking for first day activities to do with their classes.
As educators we want to engage our students right off the bat and show them that computer science is fun and interesting. When I talk to students about computer science and programming, I purposely avoid the current debate about how it is defined. Instead, I like to explain to my students that computer science is about being specific and solving problems in a linear and clearly defined fashion.
I also like to help them to understand that you cannot take anything for granted when giving instructions to the computer.
One of my favorite first day activities is the paper airplane building exercise. I pair the students in groups of two and give each person a sheet of paper. The rules are that only one student is allowed to talk, and the other needs to follow the directions they are given EXACTLY. I then sit the students back to back so that they cannot see each other. The student who is allowed to talk creates a paper airplane and talks through the process, while the student who is not allowed to talk follows along. It is fun to see if they come out with the same airplane at the end of the session.
After the paper airplanes are built, I engage students in a discussion about the process, asking them questions such as: “Does the order in which you gave the directions matter?”, “What was the most difficult thing about not being able to talk?” and “Would it have been helpful to get feedback during the process about how you were progressing so far?” (Hint – this is a subtle reminder about writing programs in pieces and compiling as you go along rather than trying to do it all at once.) I then refer back to this activity throughout the year as a common experience in which I can frame other parts of the code – compile – run – refactor process.
What’s your favorite first day activity? How do you hook your students in? How do you introduce the class? Leave a comment, a sentence, a link, or just a short experience here!
Leigh Ann Sudol
CSTA Communications Chair