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Computer science is the third most popular major amongst international students coming to the UnitedStates. Therfe are many reasons that computer science is so popular, including exceptional job security, uncommonlyhigh starting salaries, and diverse job opportunities across industries. However, an international studentcontemplating studying computer science needs to ask themself, "What is computer science?"

So, what is computer science? Generally speaking, computer science is the study of computer technology, both hardwareand software. However, computer science is a diverse field; the required skills are both applicable and in-demandacross practically every industry in today's technology-dependent world. As such, the field of computer science isdivided amongst a range of sub-disciplines, most of which are full-fledged specialized disciplines in and ofthemselves. The field of computer science spans several core areas: computer theory, hardware systems, softwaresystems, and scientific computing. Students will choose credits from amongst these sub-disciplines with varyinglevels of specialization depending on the desired application of the computer science degree. Though most strictspecialization occurs at the graduate level, knowing exactly what computer science is (and where a student'sinterests fall within this vast field) is of paramount importance to knowing how to study computer science.

The disciplines encompassed by a computer science degree are incredibly vast, and an international student must knowhow to study computer science or, in other words, how to effectively navigate amongst this sea of sub-disciplinesand specializations. Here are a few possible areas of specialization available to students pursuing computer sciencedegrees:

With so many available options, having a specific focus in mind while studying computer science in the United Statesis the best plan of action for any international student hoping to seriously prepare for their future on the jobmarket. Knowing how to study computer science and effectively planning which type of degree to receive will dependon how well the student understands the discipline of computer science, and deciding which degree is right for astudent is a move that will determine what sorts of computer science careers the student is eligible for upongraduating. Therefore, it is of the utmost importance to plan a specific computer science degree that will enableyou to pursue the career you want.

Despite the seemingly endless variety of applications and sub-disciplines an international student studying computerscience in the United States will have to navigate, asking important questions like, "What is computer science?" isa great way to begin a successful education and, ultimately, career. Moreover, there are plenty of free resourcesavailable for studying computer science. For instance, a great resource for international students trying to studycomputer science in the United States can be the websites of specific institutions. These websites will not onlyconvey what sorts of computer science degrees are available at their institution (as well as any specialties), theywill also often have pages specifically to assist interested international students. Program course creditbreakdowns, scholarship and internship opportunities, ongoing research, all these vital facts about an institutioncan be found on their computer science program's website.

Another great resource for international students is theStudy Computer Science guide. The guide is a wealth ofinformation on topics ranging from questions about where to study computer science, to providing internship andcareer advice.

The rest is here:

What is Computer Science? in the US - International Student

December 10, 2020

According to data collected by a team of Arizona State University researchers, students struggle to balance the safety of vulnerable family members with the need for peer connection. Led by Professor Vince Waldronof the School of Social and Behavioral Sciences and the Lincoln Center for Applied Ethics, the team interviewed on- and off-campus university students as they began the fall 2020 semester to discern what moral messages informed their decision-making during the COVID-19 pandemic.

Preliminary results indicate that taken-for-granted activities of student life organizing a club, going to the gym, living with roommates, studying in groups, accepting an internship are now morally fraught, as students weigh the benefits to themselves against the risks these activities create for others. The data will be used to inform a survey about how to better align health messaging with student decision-making. Students Neida Buendia (left) and Nayeli Pohjonen wear face coverings at an outdoor event on ASU's West campus on Oct. 21. Photo by Jenny Dupuis/ASU Download Full Image

The study builds on Waldrons earlier research on negotiated morality theory and how emerging adults form their moral outlook. Waldron, a communication professor and Lincoln Professor of Relationship Ethics, was joined by Lincoln Center Research Associate Erica ONeil and communication doctoral students Julie Martin, Lucy Niess and Corey Reutlinger.

The team asked students to describe memorable moral messages that helped them navigate moral choices in the pandemic. Students found guidance in the memorable words of parents, peers, media, and in at least one case, an ASU professor.

Many of the messages concerned caring for others. You are not the center of the universe, one student recalled hearing from a father figure. That message led her to choose online classes even though she considered campus an escape from the responsibilities of family life. It isn't about us it's about everyone we care about, she added.

Some students reported feeling obligated by an ethic of community obligation, expressed as broader concern toward their families, friends and community groups. One student internalized the advice of her parents: You're part of a community we're all going through these kinds of things.

Messages emphasizing the development of self-potential resonated with students while encouraging them to take what they perceived to be reasonable risks. Sometimes it's really important to put yourself first, offered one student, quoting her father. Internalizing that message, she risked taking in-person classes and sought work experience in her field. As she explained, I gotta graduate college, and I'm kind of on my own.

Messages about personal virtues provided guidance to students, who strove to remain patient, resilient and considerate of their roommates' wishes, even as they chafed at the restrictions that limited social gatherings on and around campus.

One student faced that challenge in organizing a recital for his capstone project. The sense of responsibility he inherited from his parents drove him to be meticulous in implementing safety guidelines during rehearsals, including mask-wearing and social distancing. I couldnt live with myself! he reported, if one of his dancers got sick.

While another student cited the guiding mantra of be a nice human as important to informing her moral decision-making, a message heard from both her father and an influential sorority sister. The message motivated her to speak up while visiting a fast-food restaurant located just off campus when she observed three male students refusing to wear face coverings, despite the pleas of an employee who explained that company policy dictated that he could be terminated if he served them. She defended the employee and even offered masks to the recalcitrant customers. If someone's going to lose their job over something, that's not cool. When asked why she spoke up, she replied, I was still trying to be that nice human.

Although the data are preliminary, they provide several insights for university health educators, particularly as the team transitions into the survey stage of their research.

1. Emphasize love for family.Students are highly motivated to protect family. Health messaging should demonstrate that taking precautions at school will help their parents and grandparents stay healthy. Student audiences may be receptive to messages that remind them that ASU professors and staff also have families that need to be protected from virus transmission.

2. Help students negotiate value conflicts.The students interviewed are struggling to do the right thing for themselves, their roommates and the university community. But they need help in managing value conflicts. For example, students were sometimes reluctant to confront roommates who engaged in risky behavior because they valued both safety and roommate privacy.

3. Emphasize rightdoing over wrongdoing. Rather than emphasize behavior that is irresponsible or wrong, feature students who do things right, by, for example managing student clubs safely, having fun with friends in a socially distanced manner, or offering masks to those who lack one.

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Computer science grad finds success and a new academic family in cybersecurity - ASU Now

Two Maryland Teachers Receive National Honors in Math, Science EducationDecember 11, 2020

Contact: Lora Rakowskilora.rakowski@maryland.gov

Educators Among 107 Nationwide Receiving PAEMST Awards

BALTIMORE, MD (December 11, 2020) Two Maryland teachers were among 107 educators nationwide that received the 2020 Presidential Award for Excellence in Mathematics and Science Teaching (PAEMST). Stacie Marvin, the mathematics instructional team leader at Hammond Middle School in Howard County, and Hemalatha Bhaskaran, a science teacher at James M. Bennett High School in Wicomico County are Marylands latest PAEMST honorees.

We are thrilled to celebrate the excellence of Stacie Marvin and Hemalatha Bhaskaran, two teachers who have set the bar high for their students, said Governor Larry Hogan. I commend their drive, dedication, and commitment to teaching and STEM education despite the challenging times presented by the pandemic. Congratulations on this distinguished honor.

This national distinction is truly a great honor, recognizing the nations most outstanding teachers who exemplify the best in teaching. Congratulations to Stacie Marvin and Hemalatha Bhaskaran, two true champions of education! said Maryland Superintendent of Schools Karen B. Salmon, Ph.D.

The awards were established by Congress in 1983. Each year, the President recognizes up to 108 exemplary teachers; nominations and awards are facilitated by the White House Office of Science and Technology Policy (OSTP) and the National Science Foundation (NSF). The PAEMST is the highest award given by the U.S. government to teachers of mathematics and science, kindergarten through 12th grade, including computer science. This year, teachers in grades 7-12 were honored.

A panel of distinguished mathematicians, scientists, and educators at state and national levels assess all applications before recommending nominees. Teachers are selected based on their distinction in the classroom, and for their dedication to improving science, technology, engineering and math (STEM) education. Awardees come from one of the 50 states, the District of Columbia, the Department of Defense Education Activity (DoDEA) schools, the Commonwealth of Puerto Rico and United States territories (American Samoa, Guam, the Commonwealth of the Northern Mariana Islands, and the U.S. Virgin Islands).

Each receives a signed certificate from the President, a $10,000 award from the National Science Foundation, and a trip to Washington, D.C. They attend a series of recognition events, participate in professional development opportunities, and discuss with policy-makers ways to improve STEM education. For more information please visit https://www.paemst.org/recognition

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Maryland Math and Science Teacher Earn Presidential Award 2020

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Two Maryland Teachers Receive National Honors in Math, Science Education - maryland.gov