education in the computer field

Education and training in computer-related fields runs the gamut from courses in basic computer concepts in adult education or junior college programs to postgraduate pro-grams in computer science and engineering. Curricula can be roughly divided into the following areas

•  computer literacy and applications

•  computer science

•  information systems

Computer Literacy and Applications

There is a general consensus that basic knowledge of com-puter terminology and mastery of widely used types of soft-ware will be essential for a growing number of occupations (see computer literacy). The elementary and junior high school curriculum now generally includes computer classes or “labs” where students learn the basics of word process-ing, spreadsheets, databases, graphics software, and use of the World Wide Web. There may also be introductory courses in programming, usually featuring easy-to-use pro-gramming languages such as Logo or BASIC.

Some high schools offer a track geared toward prepara-tion for college studies in computer science. This track may include courses in more advanced languages such as C++ or Java. Because of public interest and marketability, courses in graphics (such as use of Adobe Photoshop), multimedia, and Web design are also increasingly popular. Adult education and community college programs feature a similar range of courses. Many of today’s adult workers went to school at a time when personal computers were not readily available and computer literacy was not generally emphasized. The career prospects of many older workers are thus increasingly lim-ited if they don’t receive training in basic computer skills.

Technical or vocational schools offer tightly focused pro-grams that are geared toward providing a set of marketable skills, often in conjunction with gaining industry certifica-tions (see certification of computer professionals).

Computer Science

In the early 1950s, knowledge of computing tended to have an ad hoc nature. On the practical level, computing staffs tended to train newcomers in the specific hardware and machine-level programming languages in use at a particu-lar site. On the theoretical level, programmers in scientific fields were likely to come from a background in electronics, electrical engineering, or similar disciplines.

As it became clear that computers were going to play an increasingly important role, courses specific to computing were added to curricula in mathematics and engineering. By the late 1950s, however, leading people in the comput-ing field had become convinced that a formal curriculum in computer science was necessary for further advance in an increasingly sophisticated computing arena (see computer science). By the early 1960s, efforts at the University of Michigan, University of Houston, Stanford, and other insti-tutions had resulted in the creation of separate graduate departments of computer science. By the mid-1960s, the National Academy of Sciences and the President’s Science Advisory Committee had both called for a major expan-sion of efforts in computer science education to be aided by federal funding. During the 1970s and 1980s, mathemati-cal and engineering societies (in particular the Association for Computing Machinery (ACM) and Institute for Electri-cal and Electronic Engineering (IEEE) worked to estab-lished detailed computer science curricula that extended to undergraduate study. By 2000, there were 155 accredited programs in computer science in the United States.

Information Systems

The traditional computer science curriculum emphasizes theoretical matters such as algorithm and program design and computer architecture. Hiring managers in corpo-rate information systems departments have observed that computer science graduates often have little experience in such practical considerations as systems analysis, or the designing of computer systems to meet business require-ments. There has also been an increasing need for systems administrators, database administrators, and networking professionals who are well versed in the management and maintenance of particular systems.

In response to demand from industry, many universi-ties have instituted degree programs in information sys-tems (sometimes called MIS or Management Information Systems) as an alternative to computer science. While these programs include some study of theory, they focus on prac-tical considerations and often include internships or other practical work experience. Some programs offer more ambi-tious students a dual track leading to an MBA.

Challenges

There has always been a gap between the emphases in com-puter and information science programs and the needs of a rapidly changing marketplace. However, additional chal- lenges face education in the computer field today. The num-ber of undergraduate computer science degrees awarded in Ph.D.-granting universities in the United States has steadily declined since 2000. In part this may be a delayed reaction to the decline in employment of programmers early in the decade (due to the bursting of the “dot-com bubble”) that has since leveled off but has not significantly grown (see employ-ment in the computer field). This, together with the out-sourcing of many jobs (see globalism and the computer industry) may have in turn discouraged young people from entering the field.

At the same time, many observers insist that prospects are good for educators and students who can target emerg-ing high-demand skills. These include areas such as com-puter security, data mining, bioinformatics, Web content management, and even aspects of business management. Educators will be challenged to strike a balance between a comprehensive treatment of concepts that have many poten-tial applications and the need to provide specific skills that are in demand in the market.