CS2013-final-report

accessible, building interdisciplinary programs with other departments, and offering service
courses.
In the face of large sustained enrollment increases (as has been witnessed in recent years), the
need for sufficient faculty hiring can become acute. Without sufficient capacity, faculty can be
strained by larger course enrollments (each course requiring more sections and more student
assessment) and more teaching obligations (more courses must be taught by each faculty
member), which can result in lower quality instruction and potential faculty burn-out. The
former issue causes students to abandon computer science. These outcomes are highly
detrimental given the need to produce more, and more skilled, computing graduates as discussed
above. Excellent arguments for the need to maintain strong faculty capacity in the face of
growing enrollment have been extended, both in relation to the most recent boom [5] and
extending back more than three decades [2].
Teaching Faculty
Permanent faculty, whose primary criteria for evaluation is based on teaching and educational
contributions (broadly defined), can be instrumental in helping to build accessible courses,
engage in curricular experimentation and revision, and provide outreach efforts to bring more
students into the discipline. As with all institutional challenges, such appointments represent a
balance of political and pragmatic issues. The value of this type of position was originally
observed in CC2001 and that value has not diminished in the intervening decades, more recently
receiving additional endorsement [7].
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