Curricular choice and technical—non-technical balance in computer science and engineering degree programs

Exploring the Appeal of Customizable Computing Programs to Undergraduate Women

“…Many undergraduate engineering 1,2,3 and computing programs 4 offer students minimal freedom to choose their own courses and constrain students in their ability to realize a broad and balanced education. In a study spanning 62 computer science and computer engineering programs, computing students were afforded a median of 3% of their degree program as free electives, and choices in 49% of their total course selections.…”

“…In contrast, chemistry, math, and physics programs at the same universities provided students with a median of 17% free electives and choice in 67% of their course selections. 4 The computer science and engineering programs required a median of 74% technical coursework (engineering, math and natural science) and 23% non-technical coursework, and-despite the broad, interdisciplinary nature of computing 5 -students in those programs had less opportunity to pursue curricular balance than their natural science and math peers. 4 Does this matter?…”

“…4 The computer science and engineering programs required a median of 74% technical coursework (engineering, math and natural science) and 23% non-technical coursework, and-despite the broad, interdisciplinary nature of computing 5 -students in those programs had less opportunity to pursue curricular balance than their natural science and math peers. 4 Does this matter? Beyond Self Determination Theory's emphasis on the basic human need for autonomy, facilitated through choice, 6,7 one preliminary study was suggestive of a potential correlation between the customizability of engineering programs' coursework and their percentage female enrollments and bachelor's degrees awarded to women.…”

Exploring Impacts of Flexible, Balanced Engineering Program Curricula

“…4 However, exceptional, highly regarded engineering programs were identified that facilitated a flexible, broad and reputable engineering education that was balanced with substantial opportunity for student integration of non-technical coursework. 3,4,5,6 The findings of a mainstream, exceedingly constrained undergraduate engineering culture seems not only potentially at odds with the autonomy-supportive needs of students, but also a logistical barrier for students entering into and matriculating through programs, and a possible contributor to the low rate of in-migration to engineering. 9 The fewer free electives in a program, the less opportunity for students to transfer in and have their existing credits "count" towards graduation, which is increasingly important (especially to broaden participation) as the cost to attend college continues to rise steeply.…”

“…3,4,5,6,7,8 One study across dozens of universities revealed that free electives (course selections with no restrictions) comprised a median of just 3% of engineering programs versus 24% for non-engineering programs on the same campuses. And, engineering students could choose a median of 40% of their degree courses versus 74% for the non-engineering students.…”