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Editor’s Note: This conversation is a part of our ongoing “Future State Of” series. It has been edited for length and clarity.
During the COVID-19 crisis, more than 120,000 schools across the U.S. have closed, requiring 55 million students to quickly adapt to a new virtual learning environment. And for many kids, the challenges of virtual learning have gone beyond the obvious of being away from friends, teachers and the classroom. Successful remote learning requires the right technology, and for those who don’t have access to these tools, there is a valid fear of falling behind.
Access has become an even greater challenge, as the growing demand for these solutions has created a shortage. With COVID-19 continuing to keep kids out of classrooms, how can school systems support students and teachers with virtual learning? What roles should governments and technologists play in improving access?
Taher Behbehani, GM and SVP of Samsung B2B, sits down with the Chief Innovation Officer for Maine’s Department of Education, Page Nichols, to discuss how school systems can navigate the ongoing crisis, ways to close the digital divide, and what’s next in education. The pair will also discuss how Samsung and Maine partnered to give preK-12 students across the state access to the virtual classroom with Samsung Knox for Education, which replicates the interface and capabilities of a Chromebook on a tablet.
Taher Behbehani: Hi Page, thank you for speaking with me today. It’s absolutely a pleasure. We live in interesting times. Elections. The pandemic. Economic hardship. What are your thoughts when reflecting on our current situation?
Page Nichols: Thank you for having me. I’m trying to focus on what the opportunities are in the very challenging situation we’re in. One thing that has buoyed me through this process is working with educators. Because when you’re faced with students every day, whether or not they’re before you in-person or virtually, educators don’t really have the choice to hide from what’s going on. And we’ve seen in Maine, and I think across the nation, just unbelievable resilience and the ability to pivot from what they know — and how they know how to deliver instruction — to completely new ways.
TB: Educators are heroes and the frontline support of our communities. It’s extremely important. How do you get the insight, or the thinking around what’s next? Who do you go to as educators to formulate your strategy?
PN: Throughout this process, our team in the commissioner’s office has met with superintendents consistently to problem-solve these things together. I think one thing, which is maybe an opportunity out of this, is that we’ve been able to meet a lot more often with superintendents, more than we did previously. So, I think that communication has been really important because we’re problem-solving these issues together and one superintendent might have a really cool idea that they bring to the table that another hadn’t heard of. And then we’re taking all of that information and trying to develop guidance out of what we’re hearing. Largely, our role is to fill the gaps in where educators and administrators need support right now. So, we’re looking for stakeholder input widely as we make decisions.Emerging changes from the pandemic era
See key learnings and statistics from the Future State of Business 2023 survey and report. Read Here
TB: That’s fantastic. It’s almost as though you are creating a whole new business plan or startup for education, right? Getting input, understanding what the customer needs — or in this case, what your student needs are — understanding the gaps, then planning. Technology has become the mainstay of all of this. Give me your sense of where you were at the beginning of the year and where you are now.
PN: In 2001, Maine developed a program called the Maine Learning Technology Initiative (MLTI), which initially provided one-to-one computing for all seventh-grade students in the state. Obviously, almost 20 years later, that program has had to evolve, but what’s nice is that when we had to quickly respond to the immediate needs in the spring, we had an existing infrastructure for distribution. For instance, all of our school districts have a technology director. So, we had that contact immediately. And I think in that way, compared with other states, we were well positioned to do this very quickly. Our team has spent the last year reexamining the MLTI, revamping it to meet the current needs, and we’ll be rolling out version 2.0 in January.
TB: What are the main “aha moments” that you see looking back on this year, learnings that you would want to impart on others? And how would you apply them going forward?
PN: We’ve learned a lot throughout the process, and we did it in phases. The reason for that was we put out a survey to collect information of where the needs for devices were. At some point, we had to close the survey so we could place orders for devices for students. As you well know, inventory was flying out of warehouses, and so we had to work pretty quickly and do it in a few phases. So, each subsequent phase, we learned a little more about what would help make this process truly supportive to schools, and I think it was largely around communication. For instance, when we issued the devices in the first round, they just showed up at schools. We hadn’t prepared them with what they would need to know to set up the devices. Following that, we put together a clear webinar, a one-pager with the exact steps, and our team was providing office hours to work with the directors to set those up. So, I think those kinds of things were crucial, and again, through every phase of our process, we learned a little more about what is important in making this happen effectively and efficiently.
In terms of how students end up using technology — and how teachers are using it — tell me the progression. Are they becoming extremely tech savvy? Is this becoming a normal routine that will persist after this phase is over?
PN: Yeah, I think in the spring when the devices were issued, the most important piece, in my opinion, was just that students were connected to the adults in their schools, and particularly students who are living in unsafe homes. I think just having that connection, whether it was videoconferencing or voice conferencing, was really critical, and I would go so far to say even lifesaving in some cases.
I think beyond that, our MLTI program is really focused on how we learn about the technologies and how to leverage what exists. That includes a lot of professional development. And knowing that computers now are what, when I was in high school, was a textbook. There’s so many opportunities in that.
TB: I really appreciate that insight you shared, the connection you made to the impact of this beyond education. The word you used was “lifesaving.” It’s powerful, right? Students came to school, they felt safe. And now this digital connection is sort of their lifeline in many respects. That inspires a whole new thinking around what technology means to people. We knew it connected us on a basic level, and of course in a productivity manner, but this is absolutely essential.
PN: Yes, absolutely.
TB: Looking ahead, the students entering school next year, how will they learn? What do you think will be happening in the educational technology realm?
PN: The word that comes to mind is relevance. I think in small pockets there are teachers and educational leaders that were using technology in ways that were relevant. But largely, policy-wise, I think we have a long way to go. I think this experience has really highlighted what is relevant.
I also know that students need a combination of time on the screen and time off the screen, and so I think we need to be figuring out ways of integrating the two. We’re lucky in Maine to have all these natural resources, so how do you take what a student is doing with technology and then apply it to interacting with the natural world without a computer or tablet?
I keep mentioning the opportunities in all of these challenges we’ve been faced with, and I think that is one of them. Let’s look at what isn’t working anymore, and not use it.
TB: Do you think the purpose of educational systems is now shifting from providing, let’s say, teaching material or schooling, to one that provides more of an open platform for education? How does that work? Is it either “I’m confined now to the physical school, but in a digital manner”? Or “I have a digital platform and I can go wherever I want to learn”?
PN: I would go more to the second platform of what you said. That it’s really about facilitating learning. And again, in smaller pockets, there are teachers that are trying to make that happen, and certainly educational leaders that are trying to lead that work. The internet, of course, provides endless opportunities. But learning happens in everyone’s experience every moment. I think one of the things that will come of this is that will be more widely recognized. And the idea of a brick and mortar institution where students come and sit at desks or tables will not be as popular.
PN: Through this process, I would say what has been key for us in working with various partners — and again, it comes to communication — is having a person or a team of people that we have been able to build a trusting relationship with. That’s happened for us at Samsung. I think that’s a really important part of it.
At the federal level, the Federal Communications Commission (FCC) has a lot of authority to update current regulations, which are really important to moving this work forward. For instance, one example would be changing the e-rate regulations to allowing connections to student homes. We’re working across agencies and with our national delegation on this exact thing. We’re also working on a project with our Department of Economic and Community Development right now to expand broadband. We’re going to get more homes where students live wired for broadband. I think the shared work is really important. It’s those types of conversations that are really important. And just opening up the conversation.
PN: We really appreciate the partnership as well. And we’re certainly grateful to Samsung. We have nearly 24,000 kids that are now connected that weren’t previously. So, we are really grateful for the partnership.
Explore the ways Samsung’s remote learning solutions are helping schools keep up with the new normal. And keep up to date with the latest announcements and insights by following Taher Behbehani on Twitter.
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With digital marketing becoming crucial for entrepreneurs and companies across all industries, there is never a better time than now for businesses to learn how it works and start rolling out their own programs!Importance of Channels in Digital Media
In today’s digital world, traditional methods of marketing are becoming outdated and a larger focus is put on the use of modern digital platforms. Digital channels offer improved analytics compared to their offline counterparts, giving marketers the ability to track and measure results in real time. This data can help identify trends in consumer behavior and help target campaigns more effectively.
Digital channels also offer unique value not found with other types of marketing strategies – including SEO (Search Engine Optimization) strategies that drive higher organic traffic, Social Media engagement which increases brand awareness across multiple platforms as well as email campaigns that further engage customers who have already opted into a company’s mailing list.Efficient Digital Marketing Channels Social Media Marketing
Social media platforms offer businesses the chance to connect with customers in new and innovative ways, allowing users to interact directly with companies, create user reviews and participate in surveys that enable companies to understand their customers’ needs better.
Through content sharing, SEO optimization, and running strategies based on data gathered from analytics tools provided by these networks, marketers can also identify which strategies are working best for them as well as learn about emerging trends among target markets so they can stay ahead of the competition.
All in all, when considering both direct response goals such as conversion rate or return on investment (ROI) along with long-term reputation-building techniques for brand awareness it is easy to see why organizations have increased their budget allotted for either individual or combined campaigns centered around social media marketing activities over other options relying solely upon traditional means of communication.SEO
Additionally, staying active and engaging on social media platforms such as Facebook, Instagram, and Twitter could further enhance organic visibility as millions of users access every day looking for relevant information related to products/services they might need. SEO goes hand in hand with digital marketing since optimizing each channel takes expertise – that’s where companies often turn to ask for help from professional agencies like ours specializing in this field.Email Marketing
Implementing automated emails is also simple, allowing customers to receive content when it’s relevant devouring businesses’ time and resources by sending out mass emails one by one. Reporting capabilities allow marketers to see what’s working and where they can improve their campaigns so they know the most successful strategies for their business in order to maximize their efforts while keeping time frames on point!PPC Advertising Affiliate Marketing
With effective optimization of your campaigns and ongoing tweaking of targeting options in order for them to reach a large audience interested in what you’re offering. Affiliate marketing gives companies the opportunity for their products or services by providing remuneration for those who refer interested consumers – rewarding those who put in effort without having any financial risk themselves only furthers its success!Conclusion
Choosing the right digital marketing channel for your needs can be a daunting process. With so many options available – from paid search to website optimization, and beyond – it’s easy to get overwhelmed by all the different tactics out there.
The key is to identify which channel will give you the best return on investment (ROI) while also keeping true to your overall marketing goals. The first step in making an informed decision about which channels are best suited for you is research – gathering as much information as possible on all of them before making any commitments or spending any money.
I have been working in educational technology for a long time. I was a teacher who discovered the magic of using technology, and so please know my stance is not political — unless you think only in red and blue.
However, over the last two years I have been tossing and turning about what is going on, or not going on, in educational technology in the United States. Because I’m actively involved in the work of other countries aspiring to use educational technology, I can see that the rest of the world is serious about education and the use of information and communication technologies.
I participated in the United Nations Information and Communication Technologies Task Force meeting, held in Dublin, Ireland, in April 2005. At that meeting, different uses of technology were showcased. Educational technology is part of the broader United Nations development agenda. Other countries are looking to expand educational technology initiatives because they consider education (and technology in a digital world) to be the cornerstone of sustainable economic development. (You may be interested in the report that came out of the meeting: “UN ICT Task Force Series 9: Harnessing the Potential of ICT for Education — A Multistakeholder Approach.”)
Here in the United States, the story appears to be different. What’s going on? I think this article, “A Nation Left Behind on Ed Tech?” in the eSchool News, covers it pretty well. Read it for yourself, but these are just a few salient points made in Robert Brumfield’s article:
“As lawmakers in the United States continue to scale back funding for educational technology — Congress is considering eliminating funding for the Enhancing Education Through Technology block grant program, the single largest source of technology-specific funding for schools in the federal budget — education officials in other countries, including Britain and Mexico, are pouring more dollars into school-technology programs, gearing up to prepare students for the global economy.”
“July 14, 2006 — In Britain, it’s estimated that half of all classrooms will be outfitted with interactive electronic whiteboards by the end of this year. In Mexico, every fifth- and sixth-grade classroom is expected to have a computer, a printer, an interactive whiteboard, and a projector by November.
“And here in the United States, Congress is poised to eliminate millions of dollars in federal ed-tech funding at the request of the president. While Bush administration officials claim that classroom technology already has been sufficiently funded, other countries — including Mexico, Britain, and Australia — are moving forward with ambitious ed-tech programs of their own, with clear, innovative, and measured plans to bring sound ed-tech infrastructure to every classroom nationwide.”
What is going on, and why? What makes the administration think that classroom technology has already been sufficiently funded, and why such an attack on the few remaining resources that teachers have, after the No Teacher Left Behind Act has gutted most of the available funding for schools?
The fact that there is still a campaign to gut the E-rate ought to create lots of letter writing and community campaigns, but so far, whoever our lobbyists are, we need to fire them and do our own writing. In my wildest dreams, this is what happens: The children we brag about who are so net-savvy write and make their own case for more technology. I don’t think lobbyists have the power of the kids.
Most farmers in Pinal County, Arizona knew the water cuts were coming eventually.
The Colorado River, a major source of water for crops, had been running at lower and lower levels, thanks to a 27-year drought intensified by climate change. And the seven US states and Mexico, that rely on the river, are promised more water than is available, causing chronic overuse of the existing supply.
When the government declared an official “shortage” on the river last year, an unprecedented step, it triggered major water cuts in the central Arizona county. And those cuts have caused some farmers in Pinal County to look for more water-efficient crops, including Will Thelander, a third generation farmer in Arizona, who is testing a crop called guayule.
Guayule, a desert-adapted shrub pronounced “wy-oo-lee,” could be used for several products, most notably as a natural rubber for tires. And it requires only about half the water of cotton, alfalfa, and corn—the more water-intensive crops Thelander typically grows.
“What makes the plant so great for someone like me is it uses a lot less water than traditional crops,” he says.
Supporters tout its many environmental benefits. Native to the Chihuahuan Desert, it requires less water than many other crops, for one. And after it’s established, it doesn’t require any insecticides or tilling, limiting use of the chemicals and supporting carbon storage.
Guayule has caught the attention of industries that are also looking for more sustainable materials. For instance, research on the crop has been supported by tire manufacturers, most notably a multinational company Bridgestone, which hopes to expand and diversify its natural rubber supply chain.A boon for the environment
Farmers and water managers typically measure water using acre-feet, which is the amount of water required to cover one acre of land, one foot deep. One acre-foot is about 325,851 gallons.
Guayule requires about 2.5 acre-feet of water over 12 months. That’s about two times less water than other crops Thelander grows, like corn, which requires 4.5 acre-feet over four months. What’s more, his alfalfa, a plant usually turned into animal feed, uses 6 acre-feet over about eight months, while the big yields of cotton he grows, typically requires 5 to 5.5 acre-feet over five months.
What gives guayule a leg up over these other thirsty crops is its high drought tolerance.
“Guayule is a wonderful alternative, because it’s not a crop that will die if you fail to water it a couple of days late, or even a couple of weeks late, or in some cases a couple of months late,” Peter Ellsworth says, a professor of entomology and integrated pest management specialist at the University of Arizona. “So it makes it uniquely adapted to our production region.”
[Related: Artificial intelligence could help farmers water only the thirsty plants]
For the past two decades, Ellsworth has worked on behalf of agricultural industries, including with guayule. He explains that guayule also provides other environmental co-benefits. For instance, lygus bugs ostensibly don’t hurt guayule—instead, preferring to infest cotton. Because of this, Ellsworth has discussed landscape arrangements that place guayule close to cotton, to act as a kind of protective barrier that soaks up the lygus bugs and reduce pressure, and insecticide use, on the cotton crop. While guayule is vulnerable to other insect damage and weed competition in its early growing stages,established plants grow much more resilient to pests and won’t require additional spraying.
The plant also acts as a nursery, attracting and potentially supplying important pollinators and natural enemies of pests, such as predatory insects and parasitoids, to the rest of the agriculture system, Ellsworth says.
Guayule is a perennial crop, meaning it’s harvested once every two years. And it doesn’t require any replanting once it’s already been established, which reduces the number of tractors needed and the amount of carbon pulled out of the soil. The low maintenance makes it ideal for farmers—particularly those in arid, drought-stricken areas of the southwest. The farmers working with the crop right now are almost exclusively in Pinal County, where Colorado River water cuts were the most severe, and just south in Pima County.
“You’re not out there disturbing the ground, except for once every two years, when you’re coming through with some harvest equipment to chop it off and bring it in,” Thelander says.
Will Thelander on his guayule farm. Will ThelanderSustainability and stability for farmers
Since 2023, Thelander has been collaborating with Bridgestone, a Japanese company that’s one of the largest tire manufacturers in the world, is sponsoring most of the research for guayule in Pinal County. The company has made a recent push to expand and diversify its renewable resources—and guayule has several appealing qualities over other sources. Most of their natural rubber right now comes from hevea rubber trees in southeast Asia, which seem to be vulnerable because of changing farmer interest, world conflict, and other factors, Ellsworth says. And, he explains, although it would require more intense processing than hevea trees, developing a tire manufacturing process out of guayule would help mitigate the reliance on a less reliable rubber source.
As one of the test farmers, Thelander is currently growing 84 acres of guayule, but he says the company hopes to ramp up production of the crop to 300 acres by next year, 2,000 acres by 2024, and eventually have 25,000 acres in production by 2027.
[Related: Researchers are using tomato peels and eggshells to make tires]
However, just because guayule is a more water-efficient crop, it doesn’t necessarily mean farmers will use less water in general. Total water use will depend on how many acres of guayule and other crops are grown and how much groundwater is available to farmers. Production of guayule is still relatively small and farmers tend to be skeptical, Ellsworth says.
“Growers are, much like scientists, they’re skeptics, and they always want to see proven technologies,” he says. “So there’s always some barriers to getting them to adopt something entirely different because there’s risk associated with that.”
But ultimately, the lower water requirement may allow growers to put more of their acres to use, instead of fallowing them, which is what Ellsworth says is happening now.
During a recent meeting at the Bridgestone facility in Eloy, Arizona, Thelander noted the presence of local growers in attendance. He says there’s been a growing interest in guayule among fellow farmers.
“Farmers are definitely interested. And they’re getting contracts put together,” Thelander says. “You have a billion dollar company like Bridgestone behind something. And they’re guaranteeing prices. It can provide stability for a farmer.”
In this technological and digital age, we’ve seen a rise in the importance of expanding the computer science workforce.
With the demand for skill sets, such as machine learning and artificial intelligence, as well as software developers, web developers, and video game development, a computer science degree provides a basis for many opportunities.
Securing a place at one of the best computer science schools or universities will ensure you get access to the best jobs to start your career.
Keep reading to learn which computer science schools are best worldwide and what route to take to your future.Computer Science Grad Opportunities
As online threats increase from the military to business sectors, there will be a continuous need for people with cybersecurity backgrounds.
Whether focusing on penetration testing or cybersecurity in general, small and large businesses must protect their data, especially as they move to the cloud.
There are also roles forming with the continuous development of search engines and platforms such as Facebook and Google. And there are numerous opportunities in technical SEO.
The possibilities to enter different career fields are constantly evolving. So, if you want to work for a large company or create your own, there are opportunities.
I’ve compiled a list of the best computer science schools for different budget levels and available time, so you can consider what would be the right fit for you.Top Universities For Computer Science National Universities
Here are some of the best computer science schools across the U.S.:
1. Massachusetts Institute of Technology
Cambridge, Massachusetts (in-person)
Listed as a top school across numerous sites, MIT is a renowned school where you can complete your computer science degree. While MIT only offers in-person degrees, there is online educational content through MIT OpenCourseWare and MITx Courses.
In addition, if you would like a certificate to show that you completed the course, you can get one for a small fee.
2. Stanford University
San Jose, California (BCS in-person and online masters)
Another world-renowned school, Stanford ranks high among the list of top computer science universities. They have an exceptional computer science program and incorporate a sense of community and history on their campus.
You will have a well-rounded undergrad experience between fountain hopping, their unique mascot, and the historical Hoover Tower.
Stanford also offers free classes and an entirely online graduate degree in Computer Science. Taking these free classes or earning your master’s online through Stanford provides the experience of learning from experts in the field.
3. Carnegie Mellon University
Pittsburgh, Pennsylvania (in-person)
At Carnegie Mellon University, you can go from a bachelor’s to a doctorate program in Computer Science. Not only can you take a track at the same university through degree levels, but you would be accomplishing this at one of the top schools known for science and engineering programs.
Pittsburgh is a hot spot of entrepreneurship, with a great deal of investment in a growing autonomous vehicle sector in the area. Over the last decade, 400 startups with links to Carnegie have raised more than $7 billion in funding.
4. University of California Berkeley
Berkley, California (in-person)
Known as one of the most intense programs in the country, the Computer Science program at the University of California Berkeley is a thorough route that will offer you many research and learning opportunities.
They offer two routes of study at UC Berkley, the Electrical Engineering and Computer Sciences route, which lead to a Bachelor of Science and is gauged for those who want to enter engineering-based jobs.
And the College of Letters and Science route is for people who want a more diverse course base and can move to the L&S Computer Science route after completing the core classes.
5. Georgia Institute of Technology
Atlanta, Georgia (in-person)
At Georgia Institute of Technology, they aim to offer classes with professors from diverse backgrounds in computer science. As we discussed earlier, there are many routes after earning a degree in computer science.
Their vision states, “The School of Computer Science (SCS) will become the thought leader in all aspects of the computing environment.”
If you’re unsure what aspect of computer science interests you, this school would be an excellent place to explore the subject.
6. University of Washington
Seattle, Washington (in-person)
Under the College of Arts and Sciences, students can earn their way to a Bachelor in Computer Science at the University of Washington. In this program, you will get a mix of hands-on learning and foundation aspects.
Some interesting facts about the University of Washington are that vinyl, synthetic rubber, and bubble gum were invented at the school and the approach that created color television.
7. Southern New Hampshire University
Students can earn an online bachelor’s degree in computer science at Southern New Hampshire University.
Attending school fully online offers you the flexibility to fit it into your schedule at a more affordable rate per course.
This program will teach you all the basics and programs such as Python, Java, and C++. If you already have credits from another school, you can transfer up to 90 credits.
This can be helpful if you want to cover some of your core classes at a community college and then switch to this online program.
8. Rasmussen College
Several locations (in-person and online)
Noted as one of the best online programs to obtain a bachelor’s in computer science, Rasmussen College offers an affordable way to obtain your degree. This fast-paced program allows you to get your degree in 18 months.
They also have in-person classes in Florida, Illinois, Kansas, Minnesota, North Dakota, and Wisconsin. So, if online courses aren’t for you, have another option without transferring schools.
9. University of Texas at Austin
Austin, Texas (in-person)
The University of Texas at Austin offers both undergraduate and graduate programs in computer science. If you’re going for your undergrad, they offer three paths to find the one that best fits your needs.
If you already have a bachelor’s in computer science and want to complete your master’s online, they offer a program for that route.
The University Library is the seventh largest college library in the U.S. and offers close to 10 million volumes for significant book lovers.
10. University of Florida
Gainesville, Florida (in-person and online)
The University of Florida offers in-person and online options to get a bachelor’s in computer science. Both routes provide a competitive path into the computer science career field.
If you plan to attend in person and are interested in writing and computer science, you can try out for The Independent Florida Alligator. It’s the largest student-run newspaper in the U.S.
Another interesting fact is that a team of scientists created the formula for Gatorade at the University of Florida.International Schools
Whether you’re looking to study abroad or find the best computer science school near you, here are ten international schools to check out:
1. National University of Singapore
Singapore, Singapore (in-person)
The National University of Singapore (NUS) is ranked as one of the top five schools for computer science schools and is noted as one of the best institutions in the world.
This school has a long foundation in Singapore (established in 1905) and can offer anyone a robust curriculum.
The curriculum focuses on technological developments, including machine learning and AI technology. They also offer multiple paths within computer science to learn about, such as social media, gaming, and software development.
2. University of Cambridge
Cambridge, United Kingdom (in-person)
The University of Cambridge acknowledges itself as “a pioneer of computer science and continues to lead its development.” They offer a comprehensive program for students seeking a bachelor’s in computer science.
Students will walk away knowing foundational theories across multiple disciplines. Students will also learn to program various languages and understand hardware systems using Verilog, such as chip design.
This four-year track will give you the skills you need to enter the workforce.
3. Swiss Federal Institute of Technology Zürich
Zürich, Switzerland (in-person)
At the Swiss Federal Institute of Technology Zürich, students will get a mix of engineering and science for their Bachelor of Computer Science. This track takes three years to complete and offers both undergrad and grad programs.
This school was established in 1855 and is one of the world’s leading schools in technology and science. Compared to U.S. institutions, the yearly cost for a bachelor’s degree is much less expensive, around $1,500.
4. Nanyang Technological University
Singapore, Singapore (in-person)
Nanyang Technological University (NTU) focuses on the technical application of computer science. They accomplish this by focusing on design methodologies, data structures, and software algorithms. You can attend part-time or full-time for their Bachelor of Engineering in Computer Science.
For full-time, this is a four-year program.
NTU states that since 2010, its graduates have become high-earning professionals. From the beginning of the curriculum, you dive into foundational courses such as Physics of Computing and Digital Logic.
5. University of Toronto
Toronto, Canada (in-person)
The University of Toronto has three campuses that offer a Bachelor of Science with a major in Computer Science: St. George, Mississauga, and Scarborough.
In their computer science path, they aim to help students learn how to design software and explore mathematical problems. They focus on hands-on learning so students will have the skills they need to apply them to real-world situations.
While their degree is generally earned in person, they offer online courses.
6. Tsinghua University
Beijing, China (in-person)
Ranked as one of the best schools for engineering and computer science, Tsinghua University is an excellent option for students looking to explore these curriculum paths. They also encourage potential students from overseas to apply.
This long-standing university, established in 1911, has a rigorous course schedule. Their motto is “self-discipline and excellence,” and they keep to that standard in the courses they teach.
7. Technical University of Munich
Munich, Germany (in-person)
The Technical University of Munich considers the complexity of learning a problematic degree such as computer science. They focus on applied mathematics, engineering applications, and computer science to create a thorough degree program. An important thing for international students is that they teach their program in English.
8. Peking University
Beijing, China (in-person)
A bachelor’s in computer science and technology is a four-year program at Peking University.
It is one of the best schools in China and is ranked highly internationally. Besides its vigorous curriculum, it is known for its beautiful campus with traditional Chinese architecture.
9. University of Technology Sydney
Sydney, Australia (in-person)
The University of Technology Sydney is “one of Australia’s most industry-focused leaders in research, teaching and learning in computer science, information technology, and information systems.”
The department has numerous academic staff members who are engaged in teaching and research across all areas of computing, including artificial intelligence, computational linguistics, programming languages, software engineering, databases, web services, distributed systems, security, and networking.
10. Imperial College London
London, United Kingdom (in-person)
The Imperial College London has Computer Science and Mathematics degree programs that prepare students for jobs across multiple industries.
The Department of Engineering and Mathematical Sciences combine to teach courses that equip students. The classes expand across multiple disciplines, including engineering, business, law, and medicine.
In addition, they offer a three-year program where students will have a combination of laboratory-based teaching and lectures.What To Expect In Computer Science
Is computer science the right degree for you?
If you love science and math, this might be the right path. As you can see from the schools listed above, you’ll go through some exciting courses.
In addition, as I discussed, you can go into many routes, such as becoming a data scientist, programmer, game developer, and more. Not only will you learn how to study and discover information about all these subjects, but you’ll also learn some valuable skills you can take into your career.
These can include:Final Takeaways
Computer science is an interesting program and can open up many opportunities.
If you think it’s the right path, consider applying or talking with a career counselor to learn more about the course load and how that would fit into your schedule.
You can also seek out someone in the field you’re interested in to see what daily life looks like so you’ll know if it’s the right path for you.
Featured Image: Jacob Lund/Shutterstock
Restorative justice empowers students to resolve conflicts on their own and in small groups, and it’s a growing practice at schools around the country. Essentially, the idea is to bring students together in peer-mediated small groups to talk, ask questions, and air their grievances. (This four-part tutorial from the Centre for Justice and Reconciliation is a wonderful primer.)
For the growing number of districts using restorative justice, the programs have helped strengthen campus communities, prevent bullying, and reduce student conflicts. And the benefits are clear: early-adopting districts have seen drastic reductions in suspension and expulsion rates, and students say they are happier and feel safer.
In practice, these programs vary by district, but inclusion, bringing affected parties together, making amends, and reintegrating students into the classroom community are traditionally common pillars. Whether you’re new to restorative justice or well-versed in the subject, looking at the evidence and examples of successful programs can be fascinating. We’ve compiled a range of resources to help you learn more, see programs in action, and develop an implementation plan.
Restorative Justice: Guides for Successful Implementation
Implementing Restorative Justice: A Guide for Schools: Produced by the Illinois Criminal Justice Authority, this comprehensive guide focuses on ways that schools can integrate restorative-justice practices at their school. The guide looks at challenges to implementation, defines the subject, and provides three approaches to using restorative justice in school.
Restorative Justice — A Working Guide for Our Schools: This guide from the Alameda County Schools Health Coalition covers a range of topics, including an in-depth introduction, examples of restorative practices, and the impact these programs can have.
Restorative Justice — Fostering Healthy Relationships & Promoting Positive Discipline in Schools: You’ll find many different examples of restorative practices in this guide from the National Opportunity to Learn Campaign. In addition, the guide provides implementation tips and strategies, as well as examples from school districts.
Restorative Practices – Whole-School Implementation Guide: The San Francisco Unified School District uses restorative practices throughout the district. This guide provides a framework for planning, implementing, and using restorative practices across a school or district. There are many useful insights into the unique considerations of implementing a program. Also check out the district’s useful curriculum-planning resources.
Examples of Successful Restorative-Justice Programs
Oakland Unified School District
Oakland Unified School District first implemented its restorative justice program at one school in 2007. Since then, it has expanded, and the district has seen promising reductions in suspensions, in addition to increased attendance.
The program is broken down into three tiers. In the first, entire classrooms come together in community-building circles to talk about problems and voice their concerns, which encourages peer-to-peer respect. For specific conflicts, though, smaller groups are used, which bring together the harmed student, the person causing the harm, and a group of their peers or adults. A third tier is reserved for student reintegration following suspension.
In 2013, Edutopia visited Glenview Elementary School in Oakland to learn about their use of dialogue circles. In dialogue circles, students sit facing each other to facilitate open dialogue. Glenview uses these gatherings to check-in, to settle disputes, and for academic interventions. Check out a document the school shares with parents to introduce them to restorative justice.
Ypsilanti High School
The restorative-justice program at Ypsilanti High School engages students in peer mediation in a “conflict resolution center.” These interventions are designed to help resolve conflicts before they turn into bigger issues. For conflicts that have already happened, say a fight, all students involved as well as their peers participate in a “restorative circle,” which allows the student who has caused the harm to hear the views of peers.
Restorative Justice: Tips and Resources
Research on Restorative Justice
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