The Computer Science Professionals Hatchery

• In Event: Changing the Professional Formation of Engineers: Revolutionizing Engineering and Computer Science Departments

Abstract

Purpose
The Computer Science Professionals Hatchery seeks to transform undergraduate education by replicating the best elements of a software company environment, layering in moral, ethical, and social threads with entrepreneurship and professional skills. The Computer Science Professionals Hatchery focuses on three curricular innovations: (1) VERTICAL INTEGRATION. Instead of being siloed, students at all grade levels will work with and learn from each other on industry-sponsored projects, fostering a strong sense of community amongst students, faculty, and industry. (2) Short, narrowly focused HATCHERY UNITS will complement regular course work by presenting aspects of specific, foundational concepts or skills that cut across the curriculum, using a unique approach that overlays agile Hatchery Units with regular courses. (3) ETHICS AND SOCIAL JUSTICE will be incorporated across the curriculum to encourage students’ development as professionals and empower them to be agents of change in reshaping computer science to be a more just and inclusive profession.

Theoretical framework
This project leverages three primary theoretical frameworks. Rogers’ (2003) theory of diffusion of innovation guides our approach to creating lasting change in our department. Designing a vertically integrated curriculum that builds connections across grade levels is informed by Wenger’s (1998) Communities of Practice as we build community through establishing norms and developed shared understanding. Our approach to incorporating ethics and social justice in the computer science curriculum is grounded in Rawl’s (1999) theory of social justice.

Methods & data sources
This project utilizes a mixed methods approach to study the curricular and departmental modifications and their effects on student learning, faculty pedagogical approaches and attitudes, and cultural transformation. Qualitative data collected for this project will include interviews with all stakeholders (students, faculty, industry partners), along with ethnographic observations to assess the change in culture of the department. We have also conducted a needs analysis through meeting with local industry representatives to identify gaps in our graduates’ technical and professional skills. Quantitative data sources include course-level surveys, baseline and subsequent surveys administered to all members of the department, and analysis of student records and demographic information.

Results & Scholarly significance
Through meetings with local industry representatives, we identified numerous gaps in our curriculum that are now being addressed via the development of 1 credit Hatchery Units focused on the skills associated with databases, version control, navigating computer systems, agile development, and technical skills. Each of these courses will be designed to promote ethical development and social justice, building on an introductory Foundational Values Hatchery Unit. In addition to developing students better prepared to meet the needs of industry and be advocates for change in the computer science profession, the Computer Science Hatchery represents an innovative approach to creating an agile curriculum that is responsive to local and societal needs and serve as a model for other disciplines.

Authors

• Noah Salzman, Boise State University

• Tim Andersen

• Amit Jain

• Donald J. Winiecki, Boise State University

• Dianxiang Xu