Reaction for: Strategic Directions in Computer Science by Amanda

The author states that too many institutions value research and fundraising by faculty at the expense of sound and effective teaching. I think we then need to ask the question: is that true in our university? Well, I'm not quite sure that I'm able to answer that question considering that most of my experience with professors here has been with Andy and Spike. I really don't know if they do research or not. The other question that pops into my head is: Is there a balance to establish in order to ensure that both good research opportunities and great teaching is available to our students? I say yes.

There definitely is a value to professors pursuing their own research. First of all, it attracts good professors. A good research facility is where any prof who has research that they'd like to conduct would like to be. Secondly, it secures the university a spot among the highest reknowned institutions for Computer Science. Thirdly, and absolutely the most important in my opinion, is that research conducted and led by the professors provides a place for undergraduate research, which is a priveledge that few have access to.

The author goes on to say that the faculty remains actively engaged in the discipline by continuing scholarly activity throughout their careers. Again, I can only speak from direct experience. When 15 switched to java, someone had to know java in order to teach it. Now, I don't know how well Andy knows java, in fact I do know that he hasn't coded in a really long time, but it is imperative that he knew what was out there in order to keep the class up to date. Without this principle, that professors be actively engaged in the discipline, the class would not be teaching java. I don't know that it is imperative that the professor directly keeps up with the times but at least he/she should have advisors that keep him/her abreast.

This article also states that lectures alone are not the way to teach cs. Here, we are very lucky to have this $30,000 machine that I am doing word processing on now. Although, as I've stated before, I find great merit and value in the lectures. Just someone ogoing over it in front of me with nothing else to think about except for the topic presented makes me actually learn the material...whodathunkit?

For the most part, the other statements that the wuthor makes I agree with. Not only that but the proposals for undergraduate education I think are mostly fufilled here. The one idea that the courses for non-majors should be as supported and upgraded as for majors, is not exactly my philosophy nor the department's. Although, I think that 15 attracts a wide audience, I think that many people, especially first years, are considering amjoring when they commit themselves. CS4 and CS2, I beleive, are intended for non-majors and are good courses but are they enough?

The issues that the author brings up about K-12 education I feel particularly strong about. I look at the opportunities that Dan Gould received by going to a magnet and I am absolutely jealous. In New Mexico, where I'm from, there are hardly enough people to make a private school...let alone a magnet. Still, the opportunities that I received in elementary school through high school were nothing compared to people that I know and a lot compared to most of my peers in my state.

I learned word processing on a Sparc Station because my father had one on loan from the government. Then, in elementary and junior high we had weekly computer labs in math class. At which we would go to our respective Macs and do logo.

My freshman year of highschool, at a private prep school, there was a required intro to computing course. That basically taught typing and word processing. I still don't know touch typing.

Then my senior year there was the first advanced computing course that my friend talked me into taking. It was there that I learned a bit of C++.

But I never got the opportunities that others got to take. I did get a lot of exposure. If I had gone to a public highschool I would not have received ANY of those opportunities. The computer courses at the public highschool were extensions of word processing.

I also agree with the author that it is imperative to have good computer access at the local libraries with up to date word processors. I know that this would require a lot of money but it is necessary in order to keep our country on top of things.


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Danah:

One of your points hit home rather strongly. I think that one of the saddest problems of being such a small department is that we are unable to offer much to non-majors. I think that computer science should have a curriculum available to non-majors, Computer science is part of our future and only making it available to those who want to devote their lives to it is not healthy.


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