Assessing and Responding to the Growth of Computer Science Undergraduate Enrollments (2018) / Chapter Skim
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1 Introduction
1 Introduction
Pages 13-24
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From page 13... ...
society more broadly. The computing community has r ecently begun calling attention to and seeking solutions to this challenge.1 The Committee on the Growth of Computer Science Undergraduate Enrollments was asked to examine the recent phenomenon of increasing enrollments in undergraduate computing courses and to assess the scope of this trend and the underlying drivers, likely future enrollment trends, and the impact of recent enrollment growth on diversity in the computing disciplines.
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Computation, from t simulation and modeling to data mining, drives progress in many research areas, and has helped create new fields, such as computational biology, digital health, digital humanities, and more. Several key areas are generally viewed as having
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Small colleges typically have computer science departments but no engineering programs, and some may combine computer science and mathematics, with courses for undergraduates only. Large universities may have both computer science and computer engineering programs, housed in colleges of arts and sciences or engineering, or in one of the newer, separate, computing-centric schools or colleges.2 Clarification of the terms related to the scope of computer science and related disciplines is provided in Box 1.2.
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However, at a practical level, the boundaries between fields are not always well or consistently defined, even by those in the computer science community. To assist the reader in the context of this report, key terms relating to computer science enrollments are highlighted here; deeper dis cussions of computer science and related disciplines are available from the Asso ciation for Computing Machinery (ACM)
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Act of 1965, as amended, with institutions self-reporting information that they classify according to the IPEDS taxonomy via the IPEDS Completions Survey (years available: 1966-2015) in general, and the IPEDS Completions Survey by Race (years available: 1977-2015)
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The IPEDS tracks these data using a range of classifiers, such as institution type, and level and discipline of degree conferred. These classifiers have been periodically updated and adjusted to reflect changes in the IPEDS taxonomy as academic trends change.
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It is important to note that the CIP 11.x series includes several fields that are not considered traditional CS programs but are more likely to be considered "infor ation technology" or "computer or information support services." How m ever, these fields comprise a relatively small fraction of the bachelor's degrees awarded at nonprofit institutions in the CIS category. For example, no bachelor's degrees have ever been reported for "11.0203)
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The specific data presented therein may be reproduced by an interested reader via the WebCASPAR system by querying the database with the same classification p arameters used by the committee, as indicated for each figure in Appendix E Computing Research Association Survey Data CRA Taulbee Survey The CRA Taulbee Survey is administered annually to all North American Ph.D.-granting institutions that subscribe to the CRA.
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6 The CRA Enrollment Survey surveyed only computer science units, rather than computer en gineering or information science. "Non-majors" here refers to students not currently enrolled in computer science degree programs (though it is possible that they may later choose to do so, and become majors)
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is a growing coalition of institutions for which enrollment data have been collected on a voluntary basis beginning in 2008 in order to track retention of women and underrepresented minorities in STEM degree programs.7 The CUSTEMS data set includes course enrollment, grades, and admissions records for students at participating institutions. Upon commission from the committee, the CUSTEMS team provided information about enrollment in CS courses at eight historically black colleges and universities, five liberal arts colleges, and one large public research university -- all of the institutions for which the team had student-level data for the years of 2009 through 2014.
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In Chapter 4, ACS data about the field of bachelor's degree held by orkers in computer occupations and w the industries employing CS bachelor's degree holders are discussed. ORGANIZATION OF THIS REPORT The following report presents available evidence about computing degree production, CS course enrollment trends and impacts, drivers of course and program enrollments, and diversity in computing.
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