EAGER: Broadening the Pathway: A case study analysis of the implications of math and science on computer science graduates' employability

本提案旨在了解获得计算机科学文学学士学位（BACS）的学生的薪资潜力和就业能力，该学位的主要特点是从传统的计算机科学课程中删除了微积分和物理要求。考虑到大量研究表明微积分和物理等入门课程阻碍了学生对工程和计算机科学的坚持，以及它们对女性、黑人和西班牙裔学生的特殊影响，消除这一障碍对于扩大计算机领域的参与具有不可思议的潜力。这一关键案例研究旨在探讨学生和行政部门选择这一替代途径的动机，并将学生的就业和工资信息与计算机科学学士学位的同龄人进行比较。该研究将包括以下数据元素：课程分析和比较，与支持新学位的管理人员的访谈，与不支持新学位的管理人员的访谈，与在毕业前和开始新工作后6个月（或毕业后）完成BACS的学生的访谈。同样，对这两个学位的所有毕业生进行调查，将获得诸如授予的学位、就业状况和自我报告的起薪信息等数据。指导理论框架将是文化历史活动理论、社会认同理论和反赤字成就理论。这项工作的结果既可以作为考虑类似项目的机构的警示故事，也可以作为对BSCS项目当前要求进行更深入、更严格审查的基础。微积分和物理课程是计算机行业繁荣的必修课，还是仅仅是公平的障碍？此外，这项调查与美国国家科学基金会（National Science Foundation）的本科教育计算（CUE）征集活动所推动的探索相一致，该征集活动激发了与扩展计算超越传统计算机科学项目边界、增加多样化人口参与和扩大干预以产生更广泛影响相关的问题。与这项工作相关的风险和回报取决于这样一个事实，即计算领域的代表性不足是一个如此多的问题，潜在地揭示了一个长期存在的障碍，可能对我们如何设计未来的课程产生巨大的影响。这项研究的结果是高回报的，因为计算机科学是一个关键的国家需要的领域，国家数据表明，扩大参与对于国家在全球技术舞台上的持续成功和卓越至关重要。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

This proposal is designed to understand the salary potential and employability of students who graduate with a Bachelor of Arts in Computer Science (BACS) – primarily distinguished by the removal of calculus and physics requirements from the traditional computer science curriculum. Given the numerous studies that identify gateway courses like calculus and physics as impediments to students’ persistence in engineering and computer science AND their particular impact on women, Black and Hispanic students, the removal of this barrier has incredible potential for broadening participation in computing. This critical instance case study was designed to explore the student and administrative motivations for pursuing this alternative pathway and compare student employment and salary information to their Bachelor of Science in Computer Science peers. The study will consist of the following data elements: curriculum analysis and comparison, interviews with administrators that advocated for the new degree, interviews with administrators that did not advocate for the new degree, interviews with students that completed the BACS – prior to graduation and 6 months after starting their new job (or post-graduation). Likewise, a survey of all graduates from both degrees will capture data such as degree awarded, employment status, and self-reported starting salary information. The guiding theoretical frameworks will be cultural-historical activity theory, social identity theory and anti-deficit achievement frameworks. The results of this work could either serve as a cautionary tale for institutions considering similar programs OR it could serve as the basis for a deeper, more critical review of the requirements currently in place in BSCS programs. Are calculus and physics courses required for prosperity in computing or are they simply a barrier to equity? Furthermore, this inquiry aligns with the exploration prompted by the National Science Foundation’s Computing in Undergraduate Education (CUE) solicitation that inspires questions related to expanding computing beyond the boundaries of traditional Computer Science programs, increasing diverse population participation, and scaling interventions for broader impact. The risk and reward associated with this work is contingent on the fact that underrepresentation in computing is such a prolific problem that potentially unmasking a long-standing barrier could have immense implications for how we design curriculum moving forward. Results from this study are high reward because computer science is an area of critical national need and national data suggest that broadening participation is paramount in the continued success and preeminence of the nation on the global technology stage.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.