It is time we reprioritized how we think about education -- not in terms of federal, state, or local expenditures, but in terms of the quality of education our citizens receive as an investment in our nation’s defense. For a well-resourced country like the United States to be undereducated and underskilled in today’s world not only is economically and socially reprehensible, it undermines current and future national security.
The investment will act as “seed money” for the 14-year-old association, said Jane Broom, Microsoft’s senior director of philanthropies in Washington state. CSTA has subsisted on corporate donations and volunteer efforts to build out its regional chapters, Broom said, but in order to empower computer science educators in the same way that other associations support teachers in other subjects...
The National Science Foundation (NSF) has invested $150 million in 307 early career engineering and computer science faculty to advance fields from intelligent infrastructure and collaborative robots to secure communications and brain-related technologies. Over the next five years, each researcher will receive up to $500,000 from NSF to build a firm scientific footing for solving challenges and scaling new heights for the nation, as well as serve as academic role models in research and education.
Girls Who Code is offering new ideas to promote their efforts to close the gender gap in the tech workforce. The new agenda includes recommendations for lawmakers and officials to help the national non-profit toward its goal of boosting the number of women in computer science and engineering fields.
If these high-paying jobs are dominated by men, it’s not a stretch to say that the earning potential between men and women will continue to widen if we don’t start making changes now. One part of the problem is that fewer women get technical jobs, even if they work at a technology company.
As of 2017, Girls Who Code had served more than 80,000 girls and now offers more than 5,000 programs. Its summer immersion program, a free seven-week classroom experience located on university campuses or at big tech companies nationwide, and its club program, which meets two hours after school in cities across the country, are just two examples of those programs.
When Christine Betts arrived at the University of Washington in 2016, she planned to study economics. After an introductory computer-science course inspired her, she changed her mind. Betts joins growing ranks of women at influential schools entering the software field. The numbers at some colleges offer a glimmer of hope in an otherwise male-dominated industry.
Alante Klyce wants to be a dancer. Yet here she is, inside a sun-filled classroom at Lindblom Math & Science Academy on the city’s South Side, throwing around tech-industry terms like "ideation" and working with friends to design her first mobile app. It’s all part of the introductory computer-science course that every student in Chicago must now take in order to graduate.
Educators have stressed that the computing curriculum, due to start in September, is not just about learning how to code or program but more importantly is about a young person’s journey in learning the necessary digital skills to solve real-world problems.
Kamau Bobb is senior director of the Constellations Center for Equity in Computing at Georgia Tech. In this column, Bobb cites the lack of students of color in STEM majors, a failure that he believes ought to be on everyone’s mind as Atlanta pursues Amazon’s second headquarters. He contends the plan to lure Amazon here must consider how Georgia can democratize computing so STEM opportunities are open to all students.