An Analysis of the Math Prerequisites and Corequisites in 199 Computer Science Bachelor's Degrees at 158 U.S. Universities

Grunnleggende konsepter

There is significant variability in the math requirements and placement across computer science bachelor's degree programs in the U.S., with little consensus on which math courses are needed for success in the field.

Sammendrag

The authors analyzed the math requirements of 199 computer science bachelor's degrees from 158 U.S. universities. They found that while there is agreement that discrete math is critical and calculus is almost always required for the BS in CS, there is little consensus on when students should complete these math courses.
The analysis revealed several key insights:

198 of the 199 degrees require discrete math, but the placement and prerequisites vary widely.
81% of BS degrees require both calculus 1 and 2, compared to 57% of BA degrees.
64 degrees require calculus 1 before discrete math, and 13 require calculus 2 before discrete math, which can significantly impact time-to-degree.
On average, ABET-accredited programs require 5.1 math courses, while non-ABET programs require 4.2.
The authors provide recommendations for CS departments, including not requiring calculus as a prerequisite or corequisite for introductory CS courses, and separating progression in CS from progression in mathematics.
The paper also includes a case study of how Florida International University created a BA in CS with fewer math requirements, leading to increased enrollment, diversity, and retention in their CS program.

Statistikk

Calculus 1 is required in 191 of the 199 degrees (96.0%).
Calculus 2 is required in 152 of the 199 degrees (76.4%).
Discrete math is required in 198 of the 199 degrees (99.5%).
Probability/Statistics is required in 140 of the 199 degrees (70.4%).
Linear Algebra is required in 116 of the 199 degrees (58.3%).
Calculus 3 is required in 43 of the 199 degrees (21.6%).

Sitater

"For at least 40 years, there has been debate and disagreement as to the role of mathematics in the computer science curriculum."
"Only about 20% of high school students take calculus, and thus their discovery of CS is barred by this requirement."
"We invite you to ponder this ultimately puzzling question: Are we letting the math department determine who majors in CS?"

Viktige innsikter hentet fra

An Analysis of the Math Requirements of 199 CS BS/BA Degrees at 158 U.S. Universities

by Carla E. Bro... klokken arxiv.org 04-24-2024

https://arxiv.org/pdf/2404.15177.pdf

Dypere Spørsmål

How might CS departments work with math departments to develop math courses that are specifically tailored to the needs of CS students?

CS departments can collaborate with math departments to create math courses that are more aligned with the requirements of computer science programs by following these steps:

Identify Specific Needs: CS departments should clearly outline the mathematical concepts that are most relevant to their courses. This could include topics like discrete math, probability, statistics, and linear algebra, which are commonly used in CS.

Customize Course Content: Work with math departments to tailor existing math courses or develop new ones that focus on the mathematical skills and concepts that are directly applicable to computer science. This could involve incorporating programming examples or applications into the math curriculum.

Cross-List Courses: Offer math courses that are specifically designed for CS students and cross-list them between the CS and math departments. This can help ensure that the content is relevant and tailored to the needs of CS majors.

Faculty Collaboration: Encourage collaboration between math and CS faculty to ensure that the math courses meet the specific needs of CS students. This could involve joint course development, shared resources, and interdisciplinary teaching approaches.

Feedback Mechanisms: Establish feedback mechanisms to continuously assess the effectiveness of the math courses for CS students. This could involve student surveys, faculty evaluations, and performance metrics to gauge the impact of the tailored math courses.

How can universities leverage online and flexible course delivery options to better support students, especially those from underrepresented backgrounds, in completing math prerequisites for CS?

Universities can utilize online and flexible course delivery options to support students, particularly those from underrepresented backgrounds, in completing math prerequisites for CS in the following ways:

Accessibility: Offer online math courses to make them more accessible to students who may have scheduling constraints or other barriers to traditional in-person classes. This can help underrepresented students balance their academic workload with other responsibilities.

Self-Paced Learning: Provide self-paced online math courses that allow students to progress at their own speed. This can be especially beneficial for students who need additional time to master mathematical concepts.

Personalized Support: Implement online tutoring services, virtual office hours, and discussion forums to provide personalized support to students who may require extra help with math prerequisites. This can enhance the learning experience and increase retention rates.

Diverse Instructional Materials: Offer a variety of instructional materials, such as video lectures, interactive simulations, and online practice exercises, to cater to different learning styles and preferences among students from underrepresented backgrounds.

Culturally Relevant Content: Ensure that the online math courses incorporate culturally relevant examples and contexts to make the material more engaging and relatable for students from diverse backgrounds. This can help increase motivation and interest in completing the math prerequisites.

What evidence is there that the current math requirements in CS programs are truly necessary for success in the field, or are they historical artifacts?

The necessity of current math requirements in CS programs can be evaluated based on several factors:

Alignment with CS Curriculum: Analyze how well the math requirements align with the core concepts and skills taught in CS courses. If the math prerequisites directly support the learning outcomes of CS programs, they are likely essential for success in the field.

Success Rates: Examine the academic performance and success rates of students who have completed the math prerequisites compared to those who have not. Higher performance in CS courses by students with a strong math background can indicate the necessity of math requirements.

Industry Relevance: Consider feedback from industry professionals and employers on the importance of mathematical skills in the workplace. If math proficiency is a key factor in job readiness and success in the field, the current math requirements may be justified.

Retention and Graduation Rates: Evaluate the impact of math prerequisites on student retention and graduation rates. If students who complete the math requirements are more likely to persist in the program and graduate on time, it suggests that the math prerequisites are necessary for student success.

Research Studies: Review existing research studies and literature on the relationship between mathematical proficiency and success in computer science. Studies that demonstrate a strong correlation between math skills and performance in CS can provide evidence of the necessity of math requirements in CS programs.