Rethinking Doctoral Education in Computing: A New Approach

1. Rethinking Doctoral Education in Computing: A New Approach Stuart A. Varden Pace University ISECON 2007 Pittsburgh, PA

2. How Do We Replacing Ourselves? • No single prescribed path to the professorate in the computing disciples. • Methods include: • Student takes traditional graduate program and Ph.D. experience in a computing disciple. • Faculty member from another field moves over to one of the computing disciples after intensive directed study. • Industry, government or military person with master’s degree and heavy real world background starts as an adjunct and in time moves over to a full time faculty position. • Member of college IT staff starts as an adjunct and in time moves over to a full time faculty position while pursuing doctorate.

3. Some Unhappy Ph.D. Anecdotes • Break down to build up. • A new Ph.D. program intentionally fails all nine students on their comprehensive exam to establish the “toughness” of the program. Most students wait until next semester to retake exam, but some dropped out. This pleased the program director. • Creating disciples to carry the message. • To gain his dissertation advisor’s full support, a student must promise (but not in writing) to follow in the advisor’s footsteps and continue the advisor’s line of research graduation at a research-oriented university.

4. Some Unhappy Ph.D. Anecdotes (cont.) • Intradepartmental entanglements. • Student gets caught between two faculty members who hold different views on the student’s topic and dislike each other. After four years of no progress, one of the two professors leaves the school and the student graduates within the year. • Student established an advisor and committee. Within weeks of the proposal defense, the advisor tells the student that he is changing his research focus. The topic his student was working on does not align with his new focus, so the advisor dropped the student. No other faculty member has an interest in the student’s research, so the student must start from scratch with a new topic.

5. Some Unhappy Ph.D. Anecdotes (cont.) • Teaching gets no respect. • Student on scholarship expresses an interest in teaching once out of school, but is threatened by advisor that such talk will jeopardize his scholarship. Student never speaks of it again. • Student nearing graduation after spending 6 years in a Ph.D. program. Advisor would not write a recommendation letter for his student because she was not applying to top research universities. It is very difficult to find college work without a recommendation from your advisor.

6. Some Unhappy Ph.D. Anecdotes (cont.) • Teaching gets no respect (cont.) • In many schools, qualitative research is not nearly as respected as quantitative research. This distinction is significantly influencing future generations of doctoral students. Many of them are very proficient in math and statistics, yet their training on teaching skills is unimportant and de-emphasized. If you have good research, especially funded research, you can get away with being a very poor teacher.

7. Some Unhappy Ph.D. Anecdotes (cont.) • Absurdity. • A student is called into an important meeting. The faculty had a problem with the student. Not with his research, but that he is too happy. (Yes...this is true!)

8. A Finding from Social Psychology • The value one places on one’s membership in a group is directly proportional to the severity of the initial rite.

9. Some Facts About Doctoral Students • The average student takes 8.2 years to get a Ph.D. • Fifty percent of students drop out along the way, with dissertations the major stumbling block. • At commencement, the typical doctoral holder is 33, an age when peers are well along in their professions. • Twelve percent of graduates have school debts in excess of $50,000. No data cited for non-graduates. New York Times, Oct. 3rd, 2007, page A23.

10. Conclusion • Despite many fine doctoral programs and rewarding experiences, there are just too many cases where students are not well served by doctoral programs, including those in computing. An overly long and uncertain process, lack of support and encouragement, disrespect, and even intimidation are far too common. And students have little or no recourse. There has to be a better way.

11. A New Approach: Pace’s DPS Program • The Doctor of Professional Studies (DPS) in Computing provides IT professionals an opportunity to pursue a part-time doctoral degree while still working full time. • The DPS degree is considered to be a terminal degree by NSF and other government agencies in the U.S. • Program is partly online, but students attend class onsite five weekends a semester (Friday evening and all day Saturday). • Starting in 1999 a new cohort of 16-20 students begins each fall in a three year program.

12. A New Approach: Pace’s DPS Program (cont.) • Students are mostly from the NYC area, but some live in California, Michigan, Texas, Washington, D.C., Canada and elsewhere. • Students come into the program with a master’s degree in a computing disciple or related field. • Most students have substantial work experience in computing with business, government, military or higher education. • Median age of students is about 35.

13. Curriculum Structure • The DPS in computing is a 48-credit program over three years. • Research begins during the first year when students take the first of a sequence of research seminars. • The second year consists of a 12-credit advanced elective sequence. • A 12-credit dissertation advisement completes the 3-year program.

14. Curriculum Overview First Year: Software Design and Implementation: DCS 801, DCS802 and DCS803 (Fall, Spring, Summer: 6 credits) Software Systems Development and Engineering: DCS 821, DCS822 and DCS823 (Fall, Spring, Summer: 6 credits) Data Communications, Networking, and Internet DCS 833, DCS834, DCS835 (Fall, Spring, Summer: 6 credits) Research Seminar: DCS 891A, DCS891B, DCS891C (Fall, Spring, Summer: 3 credits)

15. Curriculum Overview (cont.) Second Year: Topics in Computing and Information Systems: DCS 860 and DCS861 (Fall, Spring: 6 credits) Typical topics include emerging technologies, data security, data warehousing and mining, hand-writing and speech recognition, user interface development, artificial intelligence and genetic algorithm, e-commence, high volume Internet performance. Research Seminar: DCS 891D, DCS891E, DCS891F (Fall, Spring, Summer: 3 credits)

16. Curriculum Overview (cont.) Third Year: Dissertation for DPS in computing: DCS 990 and DCS991 (Fall, Spring: 6 credits) Description: The dissertation is an original, rigorous, independent applied research product that may advance knowledge, improve professional practice, and/or contribute to the understanding of some aspect of computing. Students work under the guidance of a faculty member(s). Peer review is a strong element in the research development and realization process.

17. Other Program Characteristics • Very support oriented: • From faculty. • From fellow students. • Team projects are a common feature of the DPS program. • Student research topics often involve real world “lab” provided by the student’s employer.

18. Other Program Characteristics (cont.) • Students own their research, not a faculty member. • The student cohorts develop a strong unity and sense of mutual cooperation that often extends well beyond the duration of the program. • The faculty makes a special effort to mentor and support student research. • The program is supported by a Director, who is also a member of the DPS faculty, an administrative assistant, a graduate assistant, and at various times about a dozen faculty members.

19. The Track Record So Far • Of the first six cohorts that have completed the three year course of study (about 100 students in all), about 60% have successfully completed the program, including the dissertation. Many others are close to graduation. • About ten of the graduates are full time faculty members, while several others are interested in college teaching following their business careers.

20. Conclusion • The program has proven itself to be a viable model for doctoral education in computing that serves working professionals. • About 170 students have been admitted to the program in its history and the program continues to thrive. • I will be happy to speak to anyone who would like more information about the program.