Category Archives: Computer Science
There Aren’t Enough Computer Science Classes for All the Kids Who Want to Take Them – Education Week
There are far more students interested in studying computer science than there are kids who have taken a computer science class.
And that gap is especially pronounced for Black and Hispanic students, as well as those from low-income families, concludes a report released Sept. 30 by polling organization Gallup and tech company Amazon. The report is based on a survey of 4,116 students in grades 5 through 12 in June of this year.
While 62 percent of students in those grades say they want to learn about computer science, only 49 percent had actually taken a computer science course. The difference between kids interest in computer science and access to courses is particularly striking for students whose families earn less than $48,000 a year. Fifty-nine percent of those students are interested in learning about the field, but only 37 percent have taken a computer science class.
The same is true for Black students, with 60 percent saying they are interested in taking a computer science class, but only 42 percent reporting they have taken a course in the subject. For Hispanic students, 61 percent say they want to learn about computer science, but only 44 percent have taken a class.
This lack of opportunity is a problem because computer science is a fast-growing field with a yawning labor shortage. The U.S. Bureau of Labor Statistics expects that computer and information technology jobs will grow about 11 percent between 2019 and 2029. Whats more, computer science jobs offer students a chance to eventually earn much higher salaries than they would in other fields. Computer science and IT jobs pay a median salary of $91,000 annually, considerably higher than the $42,000 median salary for all occupations.
Many of those who might otherwise pursue jobs in the field may simply not see the option as available to them, the report says. For many rural or low-income students, this may be because their school doesnt teach computer science and they lack role models who demonstrate success in the field. For other students, especially girls, enthusiasm for the topic may be dampened by stereotyping and a lower likelihood to interact with friends in computer science activities.
Access to computer science courses also matters because students whose schools offer computer science courses are more likely to be interested in the topic. Sixty-eight percent of kids who say their schools offer computer science courses say they want to learn more about the topic, compared with 49 percent in schools that dont offer the classes.
And students whose schools offer computer science are likely to stay interested in the field throughout school. In schools that offer computer science classes, 85 percent of 5th graders want to explore the topic and 59 percent of 12th graders are interested. But 63 percent of 5th graders in schools that dont offer the courses want to study computer science, and that tumbles down to 23 percent for 12th graders.
There is also a big gender gap when it comes to interest in computer science. Fifty-three percent of girls report wanting to study the topic, compared with 72 percent of boys. Girls are also much less likely to say they want a job in the computer science fieldjust 26 percent expressed interest, compared with 43 percent of boys.
But, among Black students, girls were just as likely as boys to say they want to pursue computer science, with 61 percent of Black girls expressing interest versus 59 percent of Black boys.
Whats more, 44 percent of Black girls say they talk about or participate in computer science activities outside of school, compared with 30 percent for white girls.
These findings underscore the importance of efforts to improve the prevalence and quality of computer science classes, especially in rural environments and among Black and Hispanic students in urban areas, the report says. Without such early exposure to the subject, students are less likely to take computer science courses in collegeand those who do may be less successful than students who had such experiences.
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There Aren't Enough Computer Science Classes for All the Kids Who Want to Take Them - Education Week
Lack Of Access To Computer Science Resources, Not Lack Of Interest, Negatively Impacts Students From Underrepresented Groups – Forbes
A study published today by Gallup and commissioned by Amazon Future Engineer sheds light on the impact that school, mentors and support have on childrens interest in computer science and willingness to pursue further education as well as a career in computer science.Amazon Future Engineeris a childhood-to-career program designed to inspire and educate students globally, including hundreds of thousands of students in the U.S. each year. The focus is to help students build skills that leverage computer science and coding to be ready for what the future job market will require of them. For 2021, the program is on track to meet its goal of reaching 1.6 million students from historically underrepresented communities globally. In the U.S., that means providing more than 6,000 schools with computer science curriculum, teacher support and professional development.
The new studyDeveloping Careers of the Future: A Study of Student Access to, and interest in Computer Scienceresults are based on a web survey conducted June 2-20, 2021, with a sample of 4,116 U.S. public and private school students in grades 5-12. While some of the data did not come as a surprise, the impact of the intersection of location, rural vs. urban, socioeconomic status, gender and race clearly points to the need to address what has become a systematic lack of access.
Pedrito Maynard-Zhang, Ph.D., Senior Software Development Engineer, Amazon Future Engineer, said in a video interview, We know that many students, especially those in underserved and [historically] underrepresented communities, lack computer science learning opportunities and exposure to the field. We need to know where these gaps exist so we can ensure Amazon Future Engineer has the maximum impact. This new research with Gallup helps us do this.
Sixty-eight percent of students who say computer science classes are offered at their school are interested in learning about the topic, compared to 49% of those in schools that dont offer classes. Students with access to school-based computer science classes are also more than twice as those without to say they plan to study the topic in college (42% vs. 18%, respectively) and that they aspire to have a job in the field (43% vs. 15%).
Source: Developing Careers of the Future: A Study of Student Access to, and Interest in, Computer ... [+] Science. (2021). Gallup, Inc.
In addition, school plays a critical role in shaping the interest in computer science as 75% of the students said they learned about computer science in a class at school, compared to 23% who say in a group or club at school and another 25% learned from a family member or friend.
Source: Developing Careers of the Future: A Study of Student Access to, and Interest in, Computer ... [+] Science. (2021). Gallup, Inc.
Having access to classes is only half the battle, though. Quality of education matters a great deal. Not surprisingly, how students see a class also impacts whether they want to further learn about computer science and even pursue a career in the field. Overall, 47% of students who had taken a computer science class strongly agree that it was fun, while another 41% somewhat agree and just 12% disagree. In addition, two-thirds of college-bound students who strongly agree that their computer science class was fun (68%) say they plan to study the subject in college, vs. 28% of those who somewhat agree and 10% of those who disagree.
The intersect of income, race and access becomes very clear when one looks at the data among inner-city kids. In large cities, there are sizable differences by race/ethnicity in computer science access. Overall, white students are somewhat more likely (73%) than Black students (65%) to say computer science classes are available at their school.
Source: Developing Careers of the Future: A Study of Student Access to, and Interest in, Computer ... [+] Science. (2021). Gallup, Inc.
However, when considering large cities where residential segregation by race and ethnicity is more common, the gap grows considerably: 67% of Black students in these cities say computer science classes are offered at their school, vs. 88% of white students.
For white students, access to computer science education is strongly related to where they live and their household income level. Black and Hispanic students in low-income groups are more likely to live in large cities, while white students in lower-income households are more likely to live in rural areas. Only 54% of white students among lower-income groups say they have access to computer science in their schools. The number rises to 78% among white students in households that earn $90,000 or more.
Overall, about half of students strongly agree (26%) or somewhat agree (27%) that they have role models in computer science. White and Asian students are somewhat more likely than Black and Hispanic students to agree, and boys are somewhat more likely than girls to do so.Camille Lloyd, Director, Gallup Center on Black Voices, says: Black girls are significantly more likely than others to talk about computer science with their peers and to engage in computer science outside of school. The research indicates that there is programming, especially with the involvement of role models, that can work with groups that are traditionally untapped.
The presence of role models is a potent predictor of students likelihood to say they plan or hope to have a computer science-related job someday. For example, among students who strongly agree they have role models in computer science, 73% hope to have someday a career in the field, vs. 7% of those who strongly disagree that they have role models.
Source: Developing Careers of the Future: A Study of Student Access to, and Interest in, Computer ... [+] Science. (2021). Gallup, Inc.
This strong link between having role models and students computer science career plans is exactly why our new Meet an Amazonian experiences were created to show students people who look like them and where computer science can lead them, says Maynard-Zhang.
Since initially piloting in April, the Meet an Amazonian experiences from Amazon Future Engineer have already reached over 140,000 students from nearly 2,000 U.S. Title I eligible schools. The program will expand to 3,000 Title I schools by the end of the year.
One of the experiences offered are Class Chats, which provide classrooms with virtual career talks and exposure to tech professionals from tech software development engineers to marketing or program support roles, all aimed at increasing student interest in computer science and their understanding that skills acquired through computer science will be beneficial no matter what job opportunity they will decide to pursue.
Like Lloyd says, There is so much untapped potential and unmet demand. The Amazon Future Engineer program helps meet some of that demand. However, it is paramount that school districts and local government do not base their decisions on funding computer science courses on the interest they gather from students who are not yet given the opportunity to learn. From a student perspective, it is very simple, says Lloyd, They cant explore what they are not exposed to.
Disclosure:The Heart of Tech is a research and consultancy firm that engages or has engaged in research, analysis, and advisory services with many technology companies, including those mentioned in this column. The author does not hold any equity positions with any company mentioned in this column.
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UMD pioneers immersive media design major, merging computer science and art – The Diamondback
The University of Maryland is debuting an immersive media design major this semester, the first undergraduate program in the country that synthesizes art with computer science.
There are two tracks available in the program: an art track leading to a bachelors of arts degree from the college of arts and humanities, and a computer science track leading to a bachelors of science degree from the college of computer, mathematical and natural sciences.
The program works with creating virtual and augmented realities, offering a wide variety of courses for whichever track a student wants to take.
One of the classes, Introduction to Immersive Media, covers history and research in the field. Its projects involve sensors, augmented reality and virtual reality.
Another class, Introduction to Computational Media, teaches students about the computing thats required for each type of media. For example, imagery deals with computer graphics and sound deals with synthetic audio.
Were investigating ways to use modern technology and media to take the place of information that you would perceive with your senses in a natural environment, said Stevens Miller, an adjunct lecturer in the department of computer science.
[A social data science major is coming to UMD in fall 2022]
As a result, students can create artificial environments where they control interactions with the senses sight, sound and even touch and smell in some cases.
Studio arts lecturer Mollye Bendell used the Artechouse, an art center in Washington, D.C., as an example of a virtual reality experience that uses immersive media design.
[Its] a gallery that specializes in the intersection of art and technology, she said. [An example is] an augmented reality application where youre looking through the camera on your phone and you see a 3D model appear.
An immersive media design exhibit was held at The Clarice Smith Performing Arts Center as a part of NextNOW Fest in mid-September. About 15 students displayed their projects, Bendell said.
In one students project, people were able to play chess remotely with others around the world, Miller said.
Instead of being limited to a two-dimensional point and click-with-your-mouse way of interacting with the chessboard, you actually saw a three-dimensional chess set in front of you that you could manipulate even though it doesnt actually exist, he added.
[UMD students are using virtual reality to share the migrant experience]
While all immersive design students need to have coding ability, the computer science track covers more of the technical components while the art track focuses on the perceptive side, Miller said.
Sophomore Maggie Letvin, a studio art major and hopeful immersive media design major, is planning on the art track. Shes used to approaching projects from the angle of an artist, and said that programming was hard for them.
[With] programming, you have to know what you want to do ahead of time, she said. I approach art from a standpoint of, I have the materials, Im just gonna work with my hands and figure out what happens, but you cant exactly do that with coding.
In later years, students from the art track are paired with students from the computer science track. As a result, students are able to work with a partner from a different background and learn more from each other.
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UMD pioneers immersive media design major, merging computer science and art - The Diamondback
DARPA international robotics challenge won by University of Nevada, Reno team – Nevada Today
The University of Nevada, Reno's Team CERBERUS topped a stellar field of eight international robotics teams to win the DARPA Subterranean Challenge and $2 million in prize money.
The competition spanned three years and several locations with four competitions that tested the engineers abilities to develop a system of walking and flying robots equipped with multi-modal perception systems, navigation and mapping autonomy, and self-organized networked communications that enable robust and reliable navigation, exploration, mapping, and object search in complex, sensing-degraded, stringent, dynamic and rough underground settings.
In the Final Event, held Sept. 24, DARPA designed an environment involving branches representing all three underground challenges of the Tunnel Circuit, the Urban Circuit and the Cave Circuit. Robots had to explore, search for objects or artifacts of interest, and report their accurate location within underground tunnels, infrastructure similar to a subway, and natural caves and paths with extremely confined geometries, tough terrain, and severe visual degradation including dense smoke.
Team CERBERUS deployed a diverse set of robots with the prime systems being four ANYmal C legged systems. In the Prize Round of the Final Event, the team won the competition and scored 23 points by correctly detecting and localizing 23 of 40 of the artifacts DARPA had placed inside the environment. The second team, CSIRO Data61 also scored 23 points but reported the last artifact with a slight further delay to DARPA thus the tiebraker was in favor of Team CERBERUS. The third team, MARBLE scored 18 points.
On the world stage, Professor Alexis and his team took the top honors, pushing their vital research forward and, in the process, paving the way for a better future for us all. Their hard work and dedication are not only inspirational but indicative of the globally competitive engineering and computer science education offered in the College of Engineering and the success of one of the strategic research focus areas in the College, one we created and supported over 10 years ago.
This competition brought together the very best in the entire world, College of Engineering Dean Manos Maragakis said. On the world stage, Professor Alexis and his team took the top honors, pushing their vital research forward and, in the process, paving the way for a better future for us all. Their hard work and dedication are not only inspirational but indicative of the globally competitive engineering and computer science education offered in the College of Engineering and the success of one of the strategic research focus areas in the College, one we created and supported over 10 years ago.
Maragakis added that, for years, the College of Engineering has built a team of dedicated faculty members and students to push robotics research forward through collaboration that extends beyond campus.
"The College of Engineering is focused on creating a robotics center by pulling together the talent of faculty and students from other engineering departments but also from other colleges," Maragakis said. "The success in this competition will be a major inspiration for the success of this effort."
Team CERBERUS is an international consortium involving the University of Nevada, Reno, ETH Zurich, Norwegian University of Science and Technology, University of California, Berkeley, University of Oxford, Flyability and Sierra Nevada Corporation. The Team Leader is Professor Kostas Alexis, of Norwegian Universitys Department of Engineering Cybernetics, who acquired the grant when he was a faculty member at the University of Nevada, Reno, and has maintained his role as team leader since.
The team leadership further involves Prof. Dr. Marco Hutter (Robotic Systems Lab, ETH Zurich), Prof. Dr. Roland Siegwart (Autonomous Systems Lab, ETH Zurich), Prof. Dr. Mark Mueller (UC Berkeley), Prof. Maurice Fallon (Oxford), Adrien Briod (Flyability), Prof. Dr. Eelke Folmer (UNR),and Sierra Nevada Corporations company leaders.
CERBERUSstands for CollaborativE walking & flying RoBots for autonomous ExploRation in Underground Settings and throughout the three years of the project developed a team of legged and aerial robots capable of autonomously exploring diverse subterranean environments such as underground mines and tunnels, metropolitan sub-surface infrastructure, and natural cave networks. After successfully going through the Tunnel Circuit and the Urban Circuit of the DARPA Subterranean Challenge, Team CERBERUS qualified for the Final Event (the Cave Circuit planned for early 2020 was canceled due to the Covid-19 pandemic).
Project CERBERUS started on Sept. 18, 2018 and is based on funding of up to $4.275 million for the three phases of the project and the opportunity to win an additional $2 million reward at the Final Event.
The DARPA Subterranean Challenge was one of the rare types of global robotic competition events pushing the frontiers for resilient autonomy and calling teams to develop novel and innovative solutions with the capacity to help critical sectors such as search and rescue personnel and the industry in domains such as mining and beyond. The level of achievement of Team CERBERUS is best understood by looking at all the competitors in the Systems Competition of the Final Event. The participating teams including members from top international institutions, namely:
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DARPA international robotics challenge won by University of Nevada, Reno team - Nevada Today
Paddle, Float, but Don’t Sink! Cardboard Canoes Hit the Water – Cedarville University
Freshmen engineeringstudents and students from various academic departments at CedarvilleUniversity, floated, paddled, and otherwise made their way across Cedar Lake, aspart of the 28th annual cardboard canoe boat race held today, October 1 beginningat 3 p.m.
The cardboardcanoe race is one of the signature events of Cedarvilles Homecoming andParents Weekend. Each team consists of four students, two of whom must paddlefrom one end of the lake to the other without sinking.
Student teamsconstruct their canoes out of cardboard and tape. This activity is a classassignment for the engineering students, where their grade is based on theirsuccess or lack thereof in moving across the lake.
The canoerace originated from an idea presented by Dr. Larry Zavodney, senior professorof mechanical engineering, and former electrical engineering professor Dr. SamSanGregory. They received cardboard from a local mill and worked together tocreate a boat that could float in a pool. After being certain the cardboard andtape were capable of creating a viable boat, the professors decided to make itan assignment for engineering students.
The canoerace is very important to Cedarvilles engineering program, said Dr. RobertChasnov, dean of the school of engineering and computer science. In the past,many large engineering schools did not focus on the hands-on projects forundergraduate engineering students. We wanted to define a clear distinctionbetween our program and those at other institutions. As a result, the cardboardcanoe race competition was developed.
Freshmenengineering majors are taught how to use a particular software that helps themdetermine how much water a boat will displace given the weight of two people.This software, as well as the experience of an upperclassman advisor, givesstudents a head start on success.
My favoritepart of the boat races is actually seeing a well-made boat quickly come acrossthe lake, said Chasnov. Freshmen are given enough advice to make a boat thatdoesnt sink, but its the boatmanship of students that sets the teams apart.
The cardboardcanoe races are the first opportunity for freshmen to work as part of a team.This allows them to develop teamwork skills that will be an important part oftheir job in the future, noted Chasnov. The second lesson for freshmen islearning in a practical way that the laws of physics really do work.
Located in southwest Ohio, Cedarville University is an accredited, Christ-centered, Baptist institution with an enrollment of 4,715 undergraduate, graduate, and online students in more than 150 areas of study. Founded in 1887, Cedarville is one of the largest private universities in Ohio, recognized nationally for its authentic Christian community, rigorous academic programs, including its Bachelor of Science in Mechanical Engineering, Bachelor of Science in Electrical Engineering, Bachelor of Science in Civil Engineering, Bachelor of Science in Computer Engineering, Bachelor of Science in Computer Science programs, strong graduation and retention rates, accredited professional and health science offerings, and high student engagement ranking. For more information about the University, visit cedarville.edu.
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Paddle, Float, but Don't Sink! Cardboard Canoes Hit the Water - Cedarville University
The 2021 winners: Cool Science Image Contest – University of Wisconsin-Madison
Ten images and two videos created by University of WisconsinMadison students, faculty and staff have been named winners of the 2021 Cool Science Image Contest.
A panel of nine experienced artists, scientists and science communicators judged the scientific content and aesthetic and creative qualities of scores of images and videos entered in the 11th annual competition. The winning entries showcase animals and plants, the invisibly small structures all around us, and stars and nebulae millions of millions of miles away.
An exhibit featuring the winners is open to the public at the McPherson Eye Research Institutes Mandelbaum and Albert Family Vision Gallery on the ninth floor of the Wisconsin Institutes for Medical Research, 111 Highland Ave., through December. A reception open to the public for the contest entrants will be held at the gallery on Oct. 7 from 4:30 to 6:30 p.m.
Winning submissions were created with point-and-shoot digital cameras, cutting-edge microscopes, and telescopes of both the backyard and mountaintop variety.
Because sometimes, theres no substitute for the visual.
An image often can convey meaning more effectively than words, says Ahna Skop, a longtime contest judge, artist and UWMadison professor of genetics and active ambassador for science. We know from marketing and education research that adding a picture with words to a slide increases retention of knowledge by 65 percent. The visual communication of science is critical for the transference of knowledge broadly.
Story continues after gallery
1 A winterover one of the two staff members who stay through the minus-100-degree Fahrenheit nights of Antarcticas coldest months hikes underneath the stars and aurora to the South Pole home of IceCube, a UWMadison-led neutrino telescope frozen in a cubic kilometer of ice.
Yuya Makino,assistant scientist, IceCube Neutrino Observatorydigital camera
2 The large holes in this cross-section of a stalk of desert stringybark, Eucalyptus arenacea, are conduits through the plant tissue that help researchers quantify the way the plant native to dry parts of Australia adapts to a new, wetter environment.
Kennah Konrad,undergraduate student, Botany;Duncan Smith,graduate student, Botanycompound microscope
3 Fluorescent antibodies highlight the extensive nervous system of a mouse heart. By creating maps of cardiac nerves with unprecedented accuracy, researchers can explore how those nerves influence heart function.
Rebecca Salamon,graduate student, Cell and Regenerative Biologyconfocal microscope
4 Messier 42, known as the Orion Nebula, is in the sword of the constellation Orion and is one of the brightest nebulae in the sky. At just 1,400 light-years away and 24 light-years across, it is one of the closest and largest regions of dense gas and dust in which stars are formed.
Jeffrey E. Shokler,associate director, Office of Undergraduate Advisingrefractor telescope and CCD camera
5 The carnivorous sundew plant snags insect meals with armloads of tentacles that it can move to tighten its grip and bog down prey in sticky secretions. The leaves roll up around a meal to facilitate digestion by enzymes and absorption of the nutrients.
Nisha Iyer,postdoctoral fellow, Wisconsin Institute for Discoverydigital camera
6 Mazes of tiny structures less than 15 billionths of a meter across and made of some of the smallest ribbons of graphene layers of carbon just a single atom thick ever fabricated represent an important step toward graphene-based telecommunications devices.
Joel Siegel and Margaret Fortman,graduate students, Physics;Jian Sun,graduate student, Materials Science;Jonathan Dwyer,PhD alumnus, Chemical Engineeringscanning electron microscope
7 A pair of mating dragonflies pause on the surface of a Minnesota pond. Dragonfly coupling begins with the male (with blue markings) gripping the female with claspers at the very end of his abdomen. To complete the act, the female will bend her abdomen underneath her body to meet the males abdomen and create a characteristic heart shape.
Shin-Tsz (Lucy) Kuoundergraduate student, Computer Science and Economicsdigital camera
8 White matter, the connective nerve tissue of the brain, has been colored according to the predominant orientation of fibers red, right-left; green, front-back; blue, up-down in different regions of the human brain to reveal pathways traversing the regions. Understanding white matter organization may offer insights into normal brain development as well as into the study of neurological disorders.
Jose Guerrero,postdoctoral fellow, Medical Physics;Andrew Alexander,professor, Medical Physics;Peter Ferrazzanoprofessor, Pediatricsmagnetic resonance imaging scanner
9 The yellow connecting arms, called axons, of diseased human brain cells grow willy-nilly across boundaries of inhibitory chemicals (the red stripes). Healthy axons would precisely follow the dark lanes, giving researchers the opportunity to test the effects of disease-causing mutations on axon growth.
Timothy Catlettgraduate student, Cell and Molecular Biology;Timothy Gomez,professor, Neuroscienceconfocal microscope
10 By varying the exact size and shape of these micrometer-wide, star-shaped pillars etched into a silicon wafer, researchers can carefully manipulate light passing through a lens to correct for aberrations that would otherwise focus different wavelengths of light on different points in space.
Gregory Holdman,graduate student, Physicsfocused ion beam and scanning electron microscope
Recurrent neural networks are the computing engines behind state-of-the-art applications from self-driving cars to speech recognition like Amazons Alexa. The behavior of these networks is challenging to characterize, but it can be visualized for small networks. This video displays the behavior of a network with just three neurons, showing the way their output evolves by mapping their values in blue. The result, a fractal structure called a strange attractor, could help researchers better understand the behavior and characteristics of these kinds of networks.
David J. Nowak, alumnus and auditing student; Robert D. Nowak, professor, Electrical and Computer Engineering
Captured at 20,000 frames per second, this video shows the shock-wave-induced mixture of two gasses raw imagery on the left; adjusted to better reflect concentration of the lighter gas on the right. Experiments like this are run in the 9-meter-tall Wisconsin Shock Tube, depicted at left, to simulate and explore mixing at the interface of materials in extreme conditions like nuclear fusion, supernovae and hypersonic propulsion.
Josh Herzog, postdoctoral fellow, and Professor David Rothamer, both of Mechanical Engineering; Riccardo Bonazza, professsor, Engineering Physics
Continued from above gallery
There can be an ineffable sort of something that makes a particularly effective science image its the Cool in Cool Science Image Contest but the good ones have much in common.
Youll know it when you see it. Its like seeing Starry Night or the Mona Lisa for the first time, in person. They hit you deep and quickly, Skop says. They are beautiful to the eye, simple, and convey meaning. Some images just take your breath away.Looking deeper they exquisitely communicate the secrets of science beautifully.
The Cool Science Image Contest recognizes the technical and creative skills required to capture images or videos that capably reveal something about science or nature while also leaving an impression with their beauty or ability to induce wonder. The contest is sponsored by Madisons Promega Corp., with additional support from the UWMadison Division of the Arts.
Winning entries are shared widely on UWMadison websites, and all entries are showcased at campus science outreach events and in academic and lab facilities around campus throughout the year. Because there was no opportunity to show off the 2020 contest winners in-person, this years exhibit is a double-feature for both the 2020 and 2021 contests. See last years winners.
The contest judges were:
Steve Ackerman, professor of atmospheric and oceanic sciences and vice chancellor for research and graduate education
Terry Devitt, emeritus director of research communications, University Communications
Kevin Eliceiri, director, Laboratory for Optical and Computational Instrumentation
Michael King, visual communications specialist, College of Agricultural and Life Sciences
Steve Paddock, former scientist, Molecular Biology
Kara Rogers, science writer and editor, Encyclopedia Britannica
Ahna Skop, professor of genetics
Kelly Tyrrell, director of research communications, University Communications
Craig Wild, videographer, University Communications
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The 2021 winners: Cool Science Image Contest - University of Wisconsin-Madison
OHIO alumnus to speak on thriving with ADHD – Ohio University
Published: October 1, 2021 Author: Staff reports
OHIOs Student Accessibility Services will host a virtual presentation by alumnus Don Finley entitled Thriving with ADHD from 7 to 8 p.m. Tuesday, Oct. 19. Students, faculty, staff, and alumni are invited to join via Microsoft Teams to hear from Finley about his experience as a professional working with emerging technology, the Internet of Things, and artificial intelligence, and thriving with ADHD.
Don Finley has learned to channel some of the characteristics of ADHD that he had initially struggled with into strengths to which he now attributes much of his success, said Director of Student Accessibility Services Christy Perez.
Finley earned a bachelors degree in computer science from Ohio Universitys Russ College of Engineering and Technology and is the founder of FINdustries, building and deploying custom software solutions for dozens of companies ranging from startups to Fortune 10 clients. He has worked with and advised companies both large and small, from Fortune 500 to startups.
A solution-driven product development executive, Finley aligns business and development teams to build lasting systems which provide long-term product success. He has significant expertise leading teams in diverse industries, including financial services, digital signage, vending,payment processing, and cryptocurrency. Finley founded FINdustries eight years ago and the products that he and his team have built are earning more than $1 billion in annual revenue. A change agent focused on building strong relationships across organizations to effectively deliver clean, elegant solutions in complex environments, he is passionate about bringing products to market that delight customers. Finley has an extensive background with business-to-business service and software model, providing client-facing software-as-a-service and internal service operations software in the delivery of business value.
Student Accessibility Services invites the OHIO community to attend Thriving with ADHD via Microsoft Teams by following the meeting link in the calendar event.
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OHIO alumnus to speak on thriving with ADHD - Ohio University
Discover the best online cybersecurity degrees – ZDNet
Cybersecurity plays an integral role in many industries. From protecting proprietary data to stopping cyberattacks, cybersecurity professionals help organizations run smoothly. And an online cybersecurity degree offers a flexible route to high-paying, high-demand careers.
While earning an online cybersecurity degree, learners gain the knowledge and skills required for information security jobs as analysts, testers, consultants, and engineers. Professionals can advance with experience or a graduate degree.
Our list ranks the best online cybersecurity programs to help you find the right fit for your interests and professional goals.
To identify the best accredited online bachelor's programs in information technology, we gathered statistics and insights from the Integrated Postsecondary Education Data System (IPEDS), as conducted by the U.S. Department of Education's National Center for Education Statistics (NCES).
We assessed and ranked schools based on the following criteria: programmatic excellence, faculty excellence, accreditation, affordability, online enrollment, and rates of admission, retention, and graduation.
Established as a seminary in 1888, UC took its current name in 1978. UC houses four academic schools and serves more than 2,600 students.
UC's online bachelor's degree in cybersecurity is a 125-credit-hour degree-completion program. Two years of coursework aligns with the seven main categories of cyber operations as defined by the NICE Cybersecurity Workforce Framework.
Applicants must have an associate degree in cybersecurity or related field or a minimum of 60 credit hours of degree-related coursework. Individuals with previous technology-related coursework may earn credit hours through passing prerequisite exams.
The University of Charleston is regionally accredited by the Higher Learning Commission (HLC).
Founded in 1885, UArizona was Arizona's first university. UArizona enrolls nearly 47,000 students annually.
UArizona's online bachelor of applied science in cyber operations includes 120 credit hours. Coursework integrates hands-on learning activities and interactive assessments with foundational concepts and theories of cybersecurity. Learners can specialize in engineering, defense and forensics, or cyber law and policy.
Designated a National Center of Academic Excellence in Cyber Operations by the U.S. National Security Agency, UArizon's online cyber operations degree is designed for students transferring approximately 60 credit hours into the degree.
Applicants submit a resume, a goal statement, and documentation of a minimum 2.5 GPA for consideration.
The University of Arizona is regionally accredited by the Higher Learning Commission (HLC).
Established in 1872, Maryville provides over 90 degrees to roughly 11,000 students each year. More than 7,000 members of Maryville's student body are enrolled in one of the institution's online programs.
Learners complete Maryville's online bachelor's degree in cybersecurity in under three years. Alongside core courses in business and cybersecurity principles and applications, students can choose to specialize in defensive or offensive cybersecurity.
Maryville also offers an online cybersecurity bachelor's certificate.
Applicants must provide transcripts demonstrating a minimum 2.5 GPA. Maryville requires no standardized test scores for admission.
Maryville University of Saint Louis is regionally accredited by the Higher Learning Commission (HLC).
RMU opened its doors in 1921. RMU offers more than 80 degrees and certificate programs through four academic schools.
RMU's online bachelor of science in cybersecurity includes 123 credit hours of coursework. Students can specialize in cybersecurity or digital forensics. Learners also choose 15 credits related to an area of interest.
Core classes emphasize the fundamentals of computer, network, and database applications, security, and management.
The cybersecurity program at RMU is recognized as a National Center of Academic Excellence in Cyber Defense Education by the U.S. National Security Agency and the Department of Homeland Security.
Robert Morris University is regionally accredited by the Middle States Commission on Higher Education (MSCHE).
Providing career-focused education programs since 1878, Champlain hosts learners at campuses in the United States, Canada, Ireland, and online.
Designed for working professionals, Champlain's online bachelor's degree in cybersecurity includes core classes in mobile, network, operating system, and cloud computing security. Learners also study ethical hacking, intrusion analysis, and cybersecurity policy in anticipation of a senior seminar project.
Students can transfer up to 90 credit hours into Champlain's 120-credit-hour cybersecurity program.
The U.S. National Security Agency and the Department of Homeland Security designated Champlain as a National Center of Academic Excellence in Cyber Defense Education in 2006.
Champlain College is regionally accredited by the New England Commission of Higher Education (NECHE).
Cybersecurity professionals protect networks and private data -- making cybersecurity a critical field for nearly every industry. But should you enroll in a cybersecurity program? Here are four reasons to pursue an online cybersecurity degree.
An online learning format appeals to busy adults balancing school with work or personal responsibilities. With asynchronous delivery, you can arrange coursework around your other obligations. The flexibility and accessibility of an online cybersecurity degree make it easier to meet this growing field's educational requirements.
Diverse industries rely on cybersecurity specialists to protect their data. As a result, cybersecurity professionals are in demand. BLS projections estimate a 33% growth in information security analyst roles from 2020-2030. Candidates with a bachelor's in cybersecurity qualify for many of these roles.
Cybersecurity careers offer above-average salaries. According to the BLS, information security analysts earned a median annual salary of $103,590 in 2020.
Even the lowest-paid cybersecurity jobs may offer annual wages of around $60,000 per year, with top roles paying over $163,000. At the management level, cybersecurity professionals earn even higher salaries.
A growing number of tech employers offer remote working opportunities, including in cybersecurity and information assurance. Many major tech companies, including Microsoft and Google, have flexible work policies that let more employees work from home.
An online cybersecurity degree builds career-ready skills through projects, experiential learning, and theoretical learning. You'll learn how to craft information security plans, respond to cyberattacks, and allocate an organization's information security resources.
Cybersecurity programs incorporate coursework in related fields, including computer programming, IT security, information technology, and business. Learners often customize their degree by selecting electives in risk management, digital forensics, and cryptography.
Successful cybersecurity degree-seekers bring several skills to their program. Students must channel drive and initiative in self-directed online programs. Collaboration and networking skills also help students prepare for the workforce.
Cybersecurity courses introduce learners to critical topics like information assurance, cyberattack recovery, and risk management. Each cybersecurity program sets its own curriculum, but many include these common courses.
Introduction to security technology
Introductory courses cover the key principles of information security and cybersecurity defense. Students learn about current issues in security technology, challenges facing professionals, and common cybersecurity technologies.
Cyberattack and defense
Hackers continue to develop new cyberattack methods. Cybersecurity students learn about common and emerging online threats and vulnerabilities. They also study defense techniques, including penetration testing and ethical hacking.
Disaster recovery and business continuation
After a cyberattack, information security professionals must implement recovery plans. This course trains students to develop and apply disaster recovery plans. They also learn about business continuity, impact analysis, and risk assessment.
Sustainable decision-making
Students learn different decision-making frameworks. The course emphasizes sustainable risk management, ethics in handling private information, and information security resources. Learners also examine individual and organizational decision-making, including risk assessment.
Learners earn cybersecurity degrees at the undergraduate and graduate levels. Each degree emphasizes different skills and prepares graduates for particular career paths. For example, many employers prefer to hire candidates with a master's degree for managerial roles.
This section introduces the length, cost, and career paths with different cybersecurity degrees.
Length: 4 years
Cost: $300-$800 per credit
Post-grad careers: Information security analyst; cybersecurity analyst; IT security specialist
A bachelor's degree in cybersecurity meets the entry-level educational requirement for many cybersecurity careers. During a bachelor's program, cybersecurity majors complete general education requirements, electives, and major courses. They study information security procedures, cyberattack prevention, and data breach investigation.
The degree builds strong analytical and problem-solving skills. Degree-seekers learn through projects, experiential learning, and internships. After earning a bachelor's in cybersecurity, graduates move into roles like information security analyst or IT security specialist.
Length: 2 years
Cost: Up to $1,800 per credit
Post-grad careers: Information security manager; cybersecurity manager; director of information security
A master's degree offers specialized graduate-level training. During a master's in cybersecurity, graduate students build on their undergraduate training to learn about security policy, information security management, and ethical hacking. Students can also learn business administration with an MBA cybersecurity program.
Most master's programs take two years. After earning a master's degree, cybersecurity professionals move into supervisory and leadership roles.
Length: 4-6 years
Cost: Up to $2,000 per credit
Post-grad careers:Cybersecurity researcher; cybersecurity professor; chief information security officer
A doctorate in cybersecurity builds advanced research and analytical skills. During a doctorate, graduate students complete coursework in their focus area, pass comprehensive exams, and conduct research to write a dissertation. Common specializations include information assurance, risk management, and compliance.
After completing a doctorate, professionals work at the top level of their field. A doctorate meets the requirements for academic and research positions. Graduates also work in leadership positions, including as chief information security officers.
You must weigh several factors when choosing a cybersecurity program. For many students, cost, enrollment options, and program length rank near the top of their considerations.
However, applicants should also research program accreditation, specialization options, and placement records. For example, ABET accredits cybersecurity programs. Many licenses and professional certifications require an accredited degree.
Finally, you should consider which online cybersecurity program best meets their unique goals and needs. Working adults or student parents often prefer flexible enrollment options. Students with clear career goals need a program that offers specializations and internships in their focus area.
By researching programs, you can find the right fit for your needs.
Earning a bachelor's in cybersecurity takes around four years, while an associate or master's degree generally takes two years. Completing a doctorate in cybersecurity typically takes 4-6 years.
Cybersecurity degree costs vary depending on the school, location, and degree level. In general, cybersecurity majors should plan to spend at least $20,000 on a bachelor's or graduate degree.
A cybersecurity MBA blends business and technology coursework to prepare professionals for supervisory and leadership roles. Common job titles include cybersecurity manager, IT security director, and chief information security officer.
A cybersecurity degree prepares graduates for careers as information security analysts. Other common career paths include IT security engineer, IT security consultant, information assurance analyst, and chief information security officer.
An online cybersecurity degree helps professionals launch careers in a growing industry.
Increasingly, organizations in every industry rely on information security specialists. As a result, the field offers many opportunities to specialize and advance. And an accredited online cybersecurity program offers a flexible route to the career.
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Lecturer/Senior Lecturer in Computer Science, Robotics job with UNIVERSITY OF LINCOLN | 267093 – Times Higher Education (THE)
School of Computer Science
Location: LincolnSalary: From 34,304 per annumThis post is full time and permanent at 1.0 FTEClosing Date: Sunday 24 October 2021Interview Date: To be confirmedReference: COS657A
Lecturer salary from: 34,304 per annum
Senior Lecturer salary from: 39,739 per annum
The University of Lincoln is an ambitious higher education institution. The University was awarded Gold the highest standard possiblein the 2017 Teaching Excellence Framework; a nationwide assessment of teaching quality across UK higher education institutions. It is also committed to growing student numbers, using new partnerships with external organizations and innovative forms of programme delivery. The School of Computer Science has played a key part in achieving this success through pursuing a blend of fundamental, applied and interdisciplinary research; particular strengths are in Computer Vision, Machine Learning, Robotics and Autonomous Systems, and Human-Computer Interaction.
The School of Computer Science seeks to appoint a permanent Lecturer or Senior Lecturer (equivalent to a tenured/permanent Assistant Professor), with established research expertise in Robotics and Autonomous Systems. You should hold a PhD, or be near to completion, and should be able to demonstrate an excellent track record in these research fields. Once in post, you are expected to contribute to the School's teaching activities, and to develop your own research portfolio, which includes acquiring external funding; supervising postdoctoral researchers and PhD students; publishing in the highest quality journals and conferences; contributing to real-world applications with positive impacts on the wider society and economy; and conducting, directing and supervising research in line with the targets set by the School.The successful candidate will be a key part of the Lincoln Centre for Autonomous Systems (L-CAS), the universitys cross-disciplinary centre for robotics research, comprising academics not only from the school of Computer Science, but also from the School of Engineering and the Lincoln Institute for Agri-Food Technology. L-CAS specialises in the integration of perception, learning, decision-making, control and interaction capabilities in autonomous systems, and the application of this research in domains including agri-food, healthcare, intelligent transportation, logistics, nuclear robotics, space robotics and service robotics. L-CAS is the universitys largest research centre and among the most successful robotics groups in the UK, participating in many collaborative research projects with other academic and industry partners, funded by the UK Research Councils, Innovate UK and Horizon 2020, among others. We provide a highly dynamic inter-disciplinary research environment, with a broad range of collaboration opportunities, nationally and internationally. Following significant investment into the robotics area, L-CAS boasts several robotics labs across the university with a large stock of state-of-the-art robots, as well as sensing and computing equipment.
The University is committed to building a culturally diverse institution, where all staff and students can flourish and feel valued for their contribution and individuality. We are encouraging talented people, irrespective of their background, to work and study here. All appointments are made on merit. We particularly welcome applications from suitably qualified female academics, as they are currently under-represented in positions within the School.
If you would like to know more about this opportunity, please contact Prof Marc Hanheide at mhanheide@lincoln.ac.uk.
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Top careers in information technology – ZDNet
Information technology careers require strong technical and business skills. IT professionals work closely with businesses to understand their computing and technology needs. They then design custom computing solutions. Within the field of IT, professionals specialize in areas like information security, database administration, and information management.
With strong job growth and high salaries, the tech sector attracts many job seekers. But how can you launch a career in IT? Most IT jobs require a bachelor's degree with coursework in systems analysis, database management, and computer operations. Many IT professionals also study business to diversify their skills.
This article introduces the top careers in information technology. People considering IT careers can use the list to learn more about the earning potential, job duties, and educational requirements for different IT career paths.
IT professionals benefit from a strong career outlook. Computer and information technology jobs continue to outperform other fields in terms of IT salaries and growth. In May 2020, for example, tech professionals earned a median salary of $91,250 per year. Recent job projection data projects 13% job growth in computer and information technology occupations from 2020-2030.
In addition to above-average salaries and high demand, IT professionals can choose a variety of career paths with a bachelor's in information technology. Many high-paying IT jobs offer career advancement opportunities and the ability to shift career paths. In addition, developers and engineers continue to benefit from strong demand.
With a positive job outlook, IT represents one of the best career investments for prospective employees.
Within IT, professionals work in many areas, including information systems management, cybersecurity, and software development. What are the best careers in IT? This list introduces some of the top-paying information technology jobs. After learning about the top IT careers, check out the best computer science jobs.
We identified the top careers in IT for 2021 using salary and projected job growth rate data from the Bureau of Labor Statistics (BLS).
Computer and information systems managers oversee IT professionals and direct the technology-related activities for an organization. They manage teams that protect network security, install new software, and organize databases. Common job titles include IT manager and chief information officer.
Most computer and information systems managers hold a bachelor's degree and several years of professional experience. Some employers prefer candidates with a master's degree. Depending on their focus area, computer and information systems managers may study information technology management or management information systems.
Computer and information research scientists research problems that technology can solve. They develop new uses for existing technology and build new technologies, including new computing languages. Computer and information research scientists also run experiments on computer operations and work closely with other technology professionals to solve computing problems.
Most employers require a master's degree for computer and information research scientist jobs. A master's in computer science, information systems, computer engineering, or a related field typically meets the requirement.
Computer network architects design communication networks for organizations. From small networks to cloud computing platforms, computer network architects create custom data communication systems. In addition to technical skills, they bring business training to evaluate an organization's needs and create a network that serves those needs.
Most computer network architects hold a bachelor's degree in fields like computer science or information systems. They also study network security, database administration, and systems administration.
Software developers design and improve software programs. They develop new software based on user needs and upgrade software to incorporate new technology or add functionalities. Software developers work closely with a team of software engineers, testers, and programmers to build software programs.
While building software, developers must closely track each step of the process to allow for maintenance or upgrades. Most software developers hold a bachelor's degree in computer science or information technology.
Software quality assurance analysts and testers review software programs and identify problems. They conduct tests to reveal defects and errors. Software quality assurance analysts and testers then report issues to software developers and software engineers. In addition to identifying defects, they review a software program's functionality and user experience.
Career paths in software quality assurance and testing typically require a bachelor's degree in information technology, computer science, or a closely related field.
Information security analysts implement security systems to protect private data from cyberattacks. They investigate security breaches to prevent future attacks. Information security analysts also conduct simulated attacks to identify weaknesses. As cybersecurity specialists, they must research security trends, create standards for organizations, and recommend security upgrades.
Entry-level information security analyst jobs typically require a bachelor's degree and several years of IT experience. The role also requires strong problem-solving and analytical skills.
Database administrators oversee data storage and security systems. They maintain databases that store health information, financial records, or retail transactions. Database administrators design custom databases, restore lost data, and train authorized users to access the database. Other job titles include database architect or database engineer.
Careers in database administration typically require a bachelor's degree in information technology or a related field. Professionals also need strong analytical skills and the ability to communicate and work collaboratively.
Computer systems analysts evaluate an organization's computing systems to create more efficient and effective procedures. Drawing on IT and business knowledge, computer systems analysts evaluate an organization's IT needs, research upgrades, and design new systems. Common job titles include systems architect or IT analyst.
Most computer systems analyst jobs require a bachelor's degree and information technology training. The field requires strong technical abilities as well as effective communication skills.
Computer programmers write code to run software programs. Working closely with software developers and software engineers, programmers test the code to make sure it functions as expected. Programmers then identify and correct mistakes. Computer programmers specialize in many programming languages, including Python, C++, and Java.
Many computer programming jobs require a bachelor's degree. Some employers hire candidates without a bachelor's degree who complete a bootcamp or other programming training. Careers in computer programming require a detail-oriented outlook and strong analytical and troubleshooting skills.
Network and computer systems administrators design and monitor computer networks for organizations. They build networks to transfer and protect data. Network and computer systems administrators also install and upgrade hardware and software. Other common job titles include information systems manager, IT specialist, or LAN specialist.
A bachelor's degree represents the most common entry-level education requirement. Most employers prefer candidates with a degree in information technology, computer science, or a related field. The career path requires strong analytical and problem-solving skills.
Information technology careers can be lucrative and rewarding. Professionals in the computing and technology field earn a median annual salary of over $91,000 per year more than double the national median salary of around $42,000 per year.
In addition to IT salaries, tech professionals point to the growing number of remote work opportunities, the ability to contribute to technological innovations, and job perks as benefits of the IT field. When researching jobs, prospective IT professionals should consider salary, job openings, and entry-level requirements. But you can also factor in work/life balance, social responsibility, and sustainability in a job search.
Careers in IT offer high salaries and growth opportunities. But IT does not appeal to everyone. Before pursuing a career in IT, think carefully about your strengths and weaknesses. IT professionals need more than technical skills. Then, consider your career goals. This section looks at the pros and cons of a career in IT.
Link to: IT jobs: Five key skills you'll need to make it to the top
The information technology field offers many advantages for employees. According to BLS data, computer and information technology careers will grow much faster than other occupations. The field also offers a median salary of more than double the national median salary.
IT also offers several other benefits. Many IT career paths provide opportunities to advance or move into different specialties. By signing up for IT bootcamps or pursuing an IT certification, professionals can add to their skill set and demonstrate their mastery in their specialty area. And organizations in diverse sectors rely on information technology professionals. That means IT professionals benefit from many possible options on the job market.
Outside of technology skills, professionals require strong problem-solving and communication skills to thrive in IT. A detail-oriented outlook also helps tech professionals. With a mix of hard and soft skills, technology professionals can advance their careers in IT.
IT jobs come with several challenges. First, IT careers require strong technical and computing skills. Some people struggle to master the programming and technology skills while earning IT degrees or attending IT bootcamps. Similarly, tech professionals must constantly expand their information technology skills to remain current in the field. They must be able to learn new technologies or techniques throughout their career.
After entering the technology field, professionals rely on their communication skills. Many careers require collaborative work. Tech professionals may also need to communicate with customers who do not have a strong technology background.
Finally, many technology jobs take place in an office setting. A growing number of employers allow tech professionals to work remotely, but some roles may offer little flexibility. People who prefer a more active career may not enjoy sitting at a desk for most of the day.
Most tech professionals launch their information technology careers by enrolling in an educational program. Colleges and bootcamps prepare learners for technology jobs.
The IT field encompasses many career paths, including in computer support, programming, quality assurance, network architecture, and information security. Many of these careers offer above-average salaries.
The top information technology careers offer six-figure salaries and strong projected job growth. Tech professionals work as computer systems analysts, information security analysts, systems administrators, and database architects.
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