master's degree in computer science education

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Computer Science Master’s Degree Program

Develop advanced technical skills and knowledge to solve real-world challenges.

Online Courses

11 out of 12 total courses

On-Campus Experience

One 3-week summer course

$3,220 per course

Program Overview

The demand for skilled computer scientists is predicted to grow by 21% in the coming years, according to the US Bureau of Labor Statistics. A graduate degree in computer science equips you to stay ahead of the curve and meet the computing challenges of today and tomorrow.

In our rigorous master’s degree program, you’ll focus on advanced computer science theories and applications. Learning from expert faculty from Harvard and industry, you’ll acquire the skills to design, develop, and maintain complex computer and software systems.

Program Benefits

Customizable online curriculum that can be completed part time

Expert instruction from Harvard faculty and industry professionals

Personalized academic and career advising

Real-world capstone experience with industry partners

Entrepreneurial opportunities through Harvard Innovation Labs

Harvard Alumni Association membership upon graduation

Customizable Course Curriculum

Our curriculum is flexible in pace and customizable by design. You can study part time, choosing courses that fit your schedule and align with your professional goals. In the program, you’ll experience the convenience of online learning and the immersive benefits of learning in person.

As you work through the 12-course program, you’ll take core courses in essential computer science topics like data structure, algorithms, and programming languages.

You’ll choose elective courses in topics that interest you most, such as artificial intelligence, machine learning, software engineering, or cloud computing.

Learning is hands-on. Classes feature collaborative activities like online discussions and group projects. Through your capstone project, you will have the opportunity to work innovatively and creatively, applying the skills you’ve gained to a real-world challenge.

11 Online Courses

• Primarily asynchronous
• Fall, spring, January session, and summer options

Prepare for your capstone project in a 3-week precapstone course in the summer.

Capstone Project

Collaborate with peers and an industry partner on a project that addresses a real-world challenge.

The path to your degree begins before you apply to the program.

First, you’ll register for and complete 2 required courses, earning at least a B in each. These courses provide a foundation in the principles of computer science, programming languages, and data structures. They are also an investment in your studies, counting toward your degree.

Getting Started

We invite you to explore degree requirements, confirm your initial eligibility, and learn more about our unique “earn your way in” admissions process.

A Faculty of Computer Science Experts

Studying at Harvard Extension School means learning from the world’s best. Our computer science instructors are renowned experts in their field and bring a genuine passion for teaching, with students giving our faculty an average rating of 4.6 out of 5.

Rebecca Nesson

Dean for Academic Programs and Associate Senior Lecturer on Computer Science, Harvard John A. Paulson School of Engineering and Applied Sciences

Henry H. Leitner

Senior Lecturer on Computer Science, Harvard University

David J. Malan

Gordon McKay Professor of the Practice of Computer Science, Harvard University

Career Outcomes

Graduates of our Computer Science Master’s Program are well-prepared for careers in computer science, software engineering, software development, systems, or software architecture.

Potential job titles include:

• Computer Scientist
• Software Engineer
• Software Developer
• Systems Architect
• Software Architect

Career Advising and Mentorship

Whatever your career goals, we’re here to support you. Harvard’s Mignone Center for Career Success offers career advising, employment opportunities, Harvard alumni mentor connections, and career fairs like the Harvard Startup Career Fair and the Data Analytics, Science, and Technology Fair held on campus.

Your Harvard University Degree

Upon successful completion of the required curriculum, you will earn the Master of Liberal Arts (ALM) in Extension Studies, Field: Computer Science.

Expand Your Connections: the Harvard Alumni Network

As a graduate, you’ll become a member of the worldwide Harvard Alumni Association (400,000+ members) and Harvard Extension Alumni Association (29,000+ members).

Tuition & Financial Aid

Affordability is core to our mission. When compared to our continuing education peers, it’s a fraction of the cost.

After admission, you may qualify for financial aid . Typically, eligible students receive grant funds to cover a portion of tuition costs each term, in addition to federal financial aid options.

Coffee Chat: All About Technology Programs at HES

Are you interested in learning more about technology graduate degree programs at Harvard Extension School? Attendees joined us for an informational webinar where they had the opportunity to connect with the program director, academic advisor, and alumni.

How long will it take to earn the computer science master’s degree?

Program length is ordinarily anywhere between 2 and 5 years. It depends on your preferred pace and the number of courses you want to take each semester.

For an accelerated journey, we offer year round study, where you can take courses in fall, January, spring, and summer.

While we don’t require you to register for a certain number of courses each semester, you cannot take longer than 5 years to complete the degree.

How do I know if the computer science graduate program is right for me?

Harvard Extension School does not require any specific skills prior to applying, but because this is an advanced degree, it is helpful to have an undergraduate degree in computer science, mathematics, or a related field, as well as some work experience in a technical field. Proficiency in programming languages — Java, Python, C++ — is recommended, and you should possess excellent problem-solving skills, attention to detail, and critical thinking abilities.

How will the computer science graduate program help me improve my career?

A graduate degree in computer science could accelerate your career in several ways — most notably in increased earning potential due to your advanced skills and knowledge. According to recent numbers from Payscale, an individual with a bachelor’s degree in computer science makes an average base salary of $72,000/year. In contrast, a professional with a master’s degree in computer science makes an average base salary of $101,000/year.

Related Programs

• Cybersecurity Master’s Degree Program

Harvard Division of Continuing Education

The Division of Continuing Education (DCE) at Harvard University is dedicated to bringing rigorous academics and innovative teaching capabilities to those seeking to improve their lives through education. We make Harvard education accessible to lifelong learners from high school to retirement.

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MS in Computer Science Education

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Earn Your Master of Science in CS Education

This graduate program provides teachers with both content and pedagogical content knowledge in teaching computer science. If you're already a licensed Nebraska teacher, you'll also be able to earn your IT Supplemental Endorsement along the way!

The Master of Science in Computer Science Education requires a completion of a minimum of 30 credit hours which include the following:

Core Coursework (15 credit hours)

• CSTE 8020 – Exploring Computer Science for Teachers
• CSTE 8030 – Computer Science Principles for Teachers
• CSTE 8040 – Object Oriented Programming for Teachers
• CSCI/CYBR 8366 – Foundations of Cybersecurity
• CSCI 8256 – Human Computer Interaction
• CSCI 8266 – User Experience Design
• CSCI 8836 – Software Engineering
• TED 8006 – Special Methods in the Content Area (IT/CS Section)

Those holding an active Nebraska teaching certificate are eligible for the IT Supplemental Endorsement upon completing all Core coursework above. Follow the instructions provided by the College of Education once these courses have been completed to add this to your teaching license.

Extension Coursework (6 credit hours)

• CSCI 8010 – Foundations of Computer Science
• TED 8050 – Data-Driven Decision Making for Educators
• TED 8860 – Invention & Innovation in Engineering Education

Capstone/Thesis/Project (3-6 credit hours)

Students must complete either a graduate capstone course, a thesis or a thesis-equivalent project.

• CSTE 8910 – Capstone in CS Education (3 credits*)
• CSTE 8990 – Thesis (6 credits, cannot be completed in a single term)
• CSTE 8960 – Thesis Equivalent Project (6 credits, cannot be completed in a single term)

* Those choosing the capstone option must complete an additional elective course in order to meet the 30 credit hour minimum for the degree.

Electives (3-6 credit hours)

Approved electives should be completed to earn the required 30 credit hours. These courses should typically be selected from CSTE, CSCI, STEM, or TED courses. Elective choices must appear on a student’s plan of study form for review and approval by the CSEd Graduate Program Committee.

The following courses are considered standing electives that have already been approved for all students.

• CSCI 8xxx – All graduate computer science courses not counted elsewhere on the plan of study
• CSTE 8xxx – All graduate CS Education courses not counted elsewhere on the plan of study
• MTCH 8040 – Topics in Mathematical Computing
• STEM/TED 8420 – Trends and Teaching Strategies in Science Education
• STEM/BIO 8450 – Biology Education Research Methods
• STEM/TED 8530 – Instructional Design Strategies for STEAM Educators
• STEM/TED 8840 – Engineering Education Externship
• TED 8050 – Data-Driven Decision Making (if not used as extension coursework)
• TED 8540 – Digital Citizenship
• TED 8550 – Technology for Creative and Critical Thinking
• TED 8860 – Invention & Innovation in Engineering Education (if not used as extension coursework)

Students may request that a course not listed here be counted as an elective in writing to the GPC. Such requests should be made prior to enrolling in the course.

Student Learning Outcomes

Students completing this program will be able to:

• Demonstrate the ability to create basic computational artifacts.
• Demonstrate knowledge of computing systems and their integration.
• Explain how computing permeates today's society, including security, privacy, and ethical considerations.
• Apply appropriate pedagogical content knowledge in the teaching of computing topics.
• Describe relevant and recent research findings in computer science education including how they might be applied in the classroom.

Application and Admissions Information

Application Materials

To apply, create an account in the UNO Admissions system , upload your required documents, and complete the application form. In addition to the required form fields, you will need to following materials to complete your application:

• Current résumé or CV
• Personal statement of purpose ( click here for more details about what to include)
• A copy of your current teaching certificate (if you are an active teacher in any state)
• Personal/Professional Fitness form
• Academic transcripts for all prior study
• NOTE: International students who do not intend to teach in the U.S. may be eligible for admission. However, international students seeking admission to this program must have a minimum TOEFL score of 550 (paper), 213 (computer-based), 80 (internet-based), 6.5 IELTS, or 53 PTE.

Application Deadlines

• Summer: April 1st
• Fall: July 1st
• Spring: December 1st

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Master's in Computer Education and Technology Online

Program Code: ME6506

The master's degree program in Computer Education and Technology (CET) is designed in an online format to bring flexibility and convenience to students. 

The program is nationally recognized by the International Society for Technology in Education ( ISTE ) . Courses in this program can also be applied toward the  Professional Instructional Design Certificate and the PhD in Instructional Technolog y .

The program serves students with a wide range of professional goals:

• Educators who hold a professional teaching license in another field and wish to complete a master's of technology and/or seek a multi-age endorsement in Computer Technology . The program prepares technology facilitators to use technology more effectively in their teaching and to become technology leaders in their school or district.
• Individuals with technical and training backgrounds who wish to pursue work in instructional design, web design, business, and/or community college.
• Those wishing to pursue advanced preparation in Computer Technology to be used in K-12, community college, business, or higher education.

A good example of a job title for students with this major is training and development manager.  According to the U.S. Bureau of Labor Statistics' Occupational Outlook Handbook , the job outlook for training and development managers is bright and expected to grow faster than the average for all occupations. 

The underlying philosophy of the CET program is that computers and technology should be integrated into the curriculum or organization as part of the total process of teaching and learning. Our goal is to provide students with the knowledge, skill, and experiences to perform successfully as leaders in computer education and technology-related fields. 

Students with licensure may choose to obtain a multi-age endorsement as part of their master's degree studies.

New students are admitted in Fall or Spring semester. 

• The first-priority application deadline for Fall Semester 2024 is July 15 and classes begin August 26, 2024. 
• The first-priority application deadline for Spring Semester 2025 is December 1 and classes begin January 13, 2025. 

Master's (M.Ed.) in Computer Education and Technology Program of Study

Tuition and Fees

Please check out the  Bursar's website  for the latest information. 

Admissions Requirements

You will need to complete the application and supply the Graduate College with official transcripts, as well as a resume and statement of goals which describe why you wish to be admitted to the program.

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Dr. Jesse Strycker , Program Coordinator 302J Patton Hall 740.597.3373 [email protected]  or [email protected]

Email forwarding for @cs.stanford.edu is changing. Updates and details here . CS Commencement Ceremony June 16, 2024.  Learn More .

Academics | Master's Program

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The CS Master's degree program provides advanced preparation for professional practice. Completion of the program requires 45 units of coursework, and it takes 1.5 years on average for students to complete the full-time program. The MS degree in Computer Science is intended as a terminal professional degree and does not lead to the PhD degree. 

MS Specializations

As an MS CS student, you will choose one of the nine predefined specializations to pursue. 

MS Degree Requirements

The MS CS degree requirements and details for your specific concentration of study.

CS Coterm Program

Undergraduates can concurrently complete their BS and MS degree through this program. 

Students riding bicycles in Stanford Oval lanes.

The Non-Degree Option (NDO) Program allows non-Stanford students to take CS classes remotely through the Stanford Center for Professional Development (SCPD). To learn more visit the  Stanford Online .

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Best Online Master’s in Computer Science for 2024

Across industries, topics like A.I., cloud computing, and large-scale data analysis are top of mind for business leaders. The demand for these skills means there are now more options than ever for degree programs geared toward developing tech skill sets. To help prospective students navigate this competitive landscape, Fortune has ranked the best online master’s degree programs in computer science. In total, we included 9 programs in the 2024 list. This ranking was last updated February 2024.

Earn Your MS in Computer Science @ UT Austin. 100% Online. Same Diploma.

Syracuse University’s Online M.S. in Computer Science

1. Marshall University

• ACCEPTANCE RATE, 2023-24
• AVERAGE UNDERGRADUATE GPA, 2023-24 ENROLLEES
• GRADUATION RATE, 2022-23
• NUMBER OF APPLICANTS IN 2023-24
• ONE-YEAR RETENTION RATE, 2022-23

2. University of Idaho

3. Rice University

4. Worcester Polytechnic Institute

5. Colorado State University

6. Nova Southeastern University

7. Syracuse University

8. Baylor University

9. DePaul University

Frequently Asked Questions

Yes—at least in terms of salary and career options. Professionals with master’s degrees in computer science, on average, earn the highest starting salaries of any graduate degree—typically with a base of around $100,000, according to the National Association of Colleges and Employers. What’s more, a master’s degree in computer science can also be worthwhile because graduates may be qualified for a broader range of job opportunities, including in management.

Neither a bachelor’s degree in computer science nor a background in technology is required to pursue a master’s degree, but that doesn’t mean it will be easy. An analytical mindset is a crucial identifier for success—and requires a student to look at a problem, analyze it, and find a solution (knowing that there are typically multiple solutions for every problem). Still, like any field, the key to success is motivation and drive fueled by passion—and a desire to tackle some challenging tech problems in roles ranging from the private sector to the government.

Fortune ranked the best online master’s degree programs in computer science to help in your decision process, with the final ranking determined by three components: selectivity, success, and demand. Marshall University landed the No. 1 on Fortune’s list, with an acceptance rate of 52%. Rounding out the top five spots are University of Idaho, Rice University, Worcester Polytechnic Institute, and Colorado State University.

On average, it takes about two years of full-time study to complete a master’s degree in computer science. But programs may have different pathways and degree requirements, so it does depend where you choose to earn your degree. There are also options for part-time study, but those programs typically have a separate set of requirements and are often completed anywhere from three to five years. Finally, students increasingly want to gain some hands-on experience in a master’s degree program, which could add additional time to the course of study.

Thanks to the broad applicability of this field of study, the number of master’s degrees conferred in computer and information science nearly tripled in a decade , according to figures from the National Center for Education Statistics . In computer science programs, students learn how to improve their IT skills and increase their understanding of software development—tools that can serve anyone in an increasingly digital world. Even so, the degree reinforces what most company’s look for in their hiring process: Problem solvers.

Although students with undergraduate degrees in computer science still have a higher starting salary than most people with that degree level, professionals with graduate degrees in computer science earn around $100,000 annually , according to PayScale . Annual salaries for graduates of master’s degree programs can range from $100,000 to $200,000, and that’s just in base pay.

A degree in computer science can definitely open doors . Some common roles include: Computer and information research scientists, computer network architects, computer programmers, web developers , and information security analysts. Professionals with degrees in computer science are needed in so many different industries simply because almost every field has a technical component that requires that specific skill set—which means computer science-educated professionals have the ability to dive into whatever interests them.

A career in computer science is dependable and stable. Job opportunities in computer science typically are high-paying and offer a flexible career path that reaches a variety of industries. What’s more, the already-high demand for people with computer science skills is likely to continue growing—which creates more job opportunities for people with a background in this field.

No, computer science isn’t just coding, though that is a necessary skill for people hoping to build a career within the industry. Because companies are looking to become more data-driven in business strategy, graduates of computer science programs are expected to provide the skills to make that possible. Rather than looking at computer science as strictly coding, think of it as problem solving —and then decide how you plan to use that skill.

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Master of Science in Computer Science

Our traditional, research-based master's degree option.

The MS in computer science can help you prepare for a successful career in academia or in research and development for industry. It can provide a pathway to PhD study, as well as potential opportunities to fund your degree through teaching and research assistantships.  

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Curriculum & Requirements

During your first semester, you will work closely with a faculty advisor to develop a plan of study that meets your professional goals. To earn your degree, you will complete 24 credit hours of coursework, including a professional development course and at least nine hours of classes that will expose you to the breadth of current computer science research. Depending on which option you choose, you will then complete six hours of either thesis or independent study credit. 

Degree Requirements     Admission Requirements

Thesis Option

• Complete 24 credits of course hours
• Complete six thesis credits
• Fulfill other MS degree requirements as stated by the department

Non-Thesis Option

• Take six credits of independent study hours

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• STEM Jobs See Uneven Progress in Increasing Gender, Racial and Ethnic Diversity

Higher education pipeline suggests long path ahead for increasing diversity, especially in fields like computing and engineering

Table of contents.

• Acknowledgments
• Appendix A: Detailed charts and tables

For this report, we analyzed federal government data to look at gender, racial and ethnic diversity among those employed in and earning degrees in science, technology, engineering and math (STEM). Analysis of the STEM workforce is based solely on occupation, using data from the U.S. Census Bureau’s 1990 and 2000 U.S. decennial censuses and aggregated 2014-2016 and 2017-2019 American Community survey data provided through Integrated Public Use Microdata Series (IPUMS) from the University of Minnesota. A 2018 Center report used the same occupation classifications to analyze the STEM workforce from 1990 to 2016.

Analysis of STEM degrees awarded is based on data from the U.S. Department of Education’s National Center for Education Statistics (NCES), Integrated Postsecondary Education Data System (IPEDS) Completions survey. The analysis was done using the National Center for Science and Engineering Statistics Interactive Data Tool. Postsecondary institutions participating in Title IV federal financial aid programs are required to report. Degree programs were classified using the NCES’s Classification of Instructional Programs (CIP) scheme.

Black and Hispanic workers remain underrepresented in the science, technology, engineering and math (STEM) workforce compared with their share of all workers, including in computing jobs, which have seen considerable growth in recent years.

The representation of women varies widely across STEM occupations. Women make up a large majority of all workers in health-related jobs, but remain underrepresented in other job clusters, such as the physical sciences, computing and engineering.

Current trends in STEM degree attainment appear unlikely to substantially narrow these gaps, according to a Pew Research Center analysis of federal employment and education data. Black and Hispanic adults are less likely to earn degrees in STEM than other degree fields, and they continue to make up a lower share of STEM graduates relative to their share of the adult population. And while women now earn a majority of all undergraduate and advanced degrees, they remain a small share of degree earners in fields like engineering and computer science – areas where they are significantly underrepresented in the work force.

What’s a STEM job?

This analysis of the STEM workforce relies on a broad-based definition of those working in science, technology, engineering and math (STEM). STEM jobs are defined solely based on occupation and include any of 74 standard occupations in life sciences, physical and Earth sciences, engineering and architecture, computer and math occupations as well as health-related occupations including healthcare providers and technicians. See the Appendix for specific occupations in each job cluster.

What’s a STEM degree field?

This analysis of STEM degree recipients relies on a broad-based definition of STEM degrees including degrees in life sciences, agriculture and environmental sciences; physical and earth sciences; engineering and architecture; computer and information sciences; math and statistics; and health-related fields. In 2018, 424 bachelor’s, 427 master’s, 336 research doctorate and 44 professional doctorate programs were classified as STEM using the six-digit Classification of Instructional Programs scheme from the National Center for Education Statistics.

While there is often considerable overlap across definitions, there is no commonly agreed definition of the STEM workforce or STEM education fields. Thus, caution is warranted in direct comparisons with other studies.

These findings come amid longstanding efforts to increase diversity in STEM and as the growth in STEM jobs is expected to outpace that of non-STEM jobs in the coming years. STEM occupations continue to rank higher on the pay scale, with the typical STEM worker earning more than those in other occupations.

The gap in STEM workforce representation is especially large for Hispanic adults. Hispanic workers make up 17% of total employment across all occupations, but just 8% of all STEM workers. Their share of all STEM workers is up 1% since 2016, in line with their growth in the overall workforce.

Black workers comprise 11% of all employed adults, compared with 9% of those in STEM occupations. Their share is lower in some STEM job clusters, including just 5% in engineering and architecture jobs. There has been no change in the share of Black workers in STEM jobs since 2016.

The long-term outlook for diversity in the STEM workforce is closely tied to representation in the STEM educational system, particularly across the nation’s colleges and universities. STEM workers are about twice as likely as other workers to have earned a bachelor’s degree or more education (67% vs. 34%) and roughly three-quarters of these workers hold a degree in a STEM field. 1

There has been dramatic growth in the number of STEM graduates from U.S. colleges and universities at all degree levels since 2010. Even so, there is little indication that diversity in related jobs will shift substantially in the near term. 2

Black and Hispanic adults are underrepresented among STEM college graduates compared with their share in the population, and a smaller share are earning degrees in a STEM field than in other degree programs.

Black students earned 7% of STEM bachelor’s degrees as of 2018, the most recent year available, below their share of all bachelor’s degrees (10%) or their share of the adult population (12%). The share of Hispanic college graduates with a STEM degree –12%– remains lower than that for all college graduates (15%) in 2018. 3

Asian and White students remain overrepresented among STEM college graduates compared with their share of all college graduates in 2018. Students from other groups, including Native American, Native Hawaiian, Pacific Islander and people who identify with two or more racial groups, are earning bachelor’s degrees in STEM in rough proportion to their share of all degree recipients.

Black and Hispanic adults are also underrepresented among those earning advanced degrees in STEM, especially among those earning Ph.D. or other research doctorates. Representation of Black and Hispanic adults is lowest in math, physical sciences and engineering degree fields.

Women earned 53% of STEM college degrees in 2018, smaller than their 58% share of all college degrees. The gender dynamics in STEM degree attainment mirror many of those seen across STEM job clusters. For instance, women earned 85% of the bachelor’s degrees in health-related fields, but just 22% in engineering and 19% in computer science as of 2018. In fields where women have been especially scarce, there have been incremental gains over the past decade. The share of women earning a degree in engineering is up 2 points since 2014 at the bachelor’s and master’s level.

Women make up a quarter or fewer of workers in computing and engineering, are overrepresented in health-related jobs

In 2019, 19.1 million workers age 25 and older were employed in STEM occupations in the U.S., an increase of 1.8 million since 2016.

Women make up half (50%) of those employed in STEM jobs, slightly higher than their share in the overall workforce (47%). Women’s representation across STEM occupations varies widely: they are heavily overrepresented among health-related jobs, the largest STEM occupational cluster, and underrepresented in several other occupational clusters.

Women’s representation among the six STEM occupational clusters has not changed markedly since 2016. Women are 74% of healthcare practitioners and technicians, compared with 75% in 2016.

Women account for 25% of those working in computer occupations. The share of women in this fast-growing occupation cluster declined from 2000 to 2016 and has remained stable since then.

Women continue to be vastly underrepresented in the ranks of engineers and architects (15%), but their share has increased slightly from 14% in 2016.

Women make up 40% of the nation’s physical scientists, up 1 percentage point since 2016. They are 48% of life scientists, compared with 47% in 2016. Women’s representation among mathematical workers has also slightly increased (46% to 47%).

There is some variation in women’s representation across the jobs that comprise each of these clusters.

Women have increased their share of employment in some of the higher profile health-related STEM occupations. Women are 38% of physicians and surgeons, up 2 percentage points from 2016. They are 33% of dentists, up 3 percentage points from 2016. Among optometrists, 46% are women, up 3 percentage points from 2016. Women are 64% of veterinarians, up 3 percentage points from 2016. And women are 33% of EMTs and paramedics, up 2 percentage points from 2016.

In addition, the share of women working as atmospheric and space scientists (which is part of the physical scientist occupational cluster) rose sharply from 15% in 2016 to 24% in 2019.

Hispanic and Black workers continue to be underrepresented in the STEM workforce, while White and Asian workers are overrepresented

Hispanic workers are highly underrepresented in the STEM workforce – making up only 8% of STEM workers but 17% of total employment across all occupations. Their presence has increased by one percentage point in each of the six STEM occupational clusters since 2016, in line with their growth in the wider workforce.

To illustrate, Hispanic workers are 9% of those in health-related jobs (up from 8% in 2016), and they comprise 8% of those in computer jobs (up from 7% in 2016). See Appendix A for more.

Black workers, who comprise 11% of total employment across all occupations, are 9% of STEM workers. This is unchanged from 2016. Black workers account for just 5% of engineers and architects and 7% of workers in computer occupations.

The only STEM job cluster where Black workers are represented at the same level as their share in the total workforce is health-related STEM occupations. (They make up 11% of workers in these jobs, the same as in 2016).

White workers constitute two-thirds of workers in STEM occupations (67%), more than their 63% share of workers across all occupations. White workers are particularly overrepresented among engineers and architects (they make up 71% of those employed in this STEM cluster). They constitute 62% of computer workers, a slight underrepresentation compared with the 63% all workers. Since 2016, the White share of employment has declined in all STEM occupation clusters, mirroring the general decrease in the White share of employment over all occupations.

Asian workers are 13% of those employed in STEM occupations, overrepresented compared with their 6% share of total employment across all occupations. One-in-five (20%) computer workers are Asian American. Asian workers share of employment is lower by comparison, though still disproportionately high, among engineers and architects (13%) and those in health-related occupations (10%). Asian workers share of all STEM employment (13%) is the same as in 2016.

Native American, Native Hawaiian, Pacific Islander and people who identify with two or more racial groups account for 3% of STEM workers.

STEM workers often earn more than others, but there are sizeable pay gaps for the typical STEM worker by gender, race and ethnicity

Pew Research Center analysis of Bureau of Labor Statistics (BLS) occupational employment projections prior to the pandemic shows STEM employment growth is projected to outpace economy-wide employment growth from 2019 to 2029 (9.2% for STEM jobs vs. 3.7% overall).

The bulk of the job gains in STEM occupations (1.7 million) are projected to occur in two STEM clusters: Nearly 1 million net new jobs are projected among healthcare practitioners and technicians, and roughly 600,000 among computer workers.

An updated analysis from BLS , accounting for labor market shifts stemming from the coronavirus pandemic, points to strong gains in jobs related to research and development in STEM (including physical, engineering, life sciences and health-related job clusters). Jobs in specific occupations, such as epidemiologist, medical scientists, biochemists and biophysicists, and biological technicians are expected to see strong growth.

The rise of telecommuting is expected to bolster ongoing demand for jobs in computer-related occupations, including software development.

And some of the specific STEM occupations expected to see the most gains prior to the coronavirus outbreak, such as registered nurses, are still projected to see strong growth.

Typical earnings for STEM workers are highest for Asian men, lowest for Black and Hispanic women

The Center analysis finds that the typical STEM worker continues to earn substantially more than the typical worker. But as with other workers , there are sizeable pay gaps between women and men in STEM jobs as well as across racial and ethnic groups.

In 2019, median earnings for full-time, year-round workers ages 25 and older in a STEM job were about $77,400. The comparable median for workers in other, non-STEM occupations was $46,900.

Women in STEM jobs tend to earn less than men. The median earnings of women in STEM occupations ($66,200) are about 74% of men’s median earnings in STEM ($90,000). The gender pay gap in STEM jobs has narrowed from 72% in 2016.

The gender pay gap in STEM is wider than in the broader labor market, however. In 2019, the gender pay gap across all occupations was 80%. The labor market wide gender pay gap has not narrowed since 2016.

The racial and ethnic earnings gaps among STEM workers are substantial and have recently increased. The median earnings of Black full-time, year-round workers ages 25 and older in STEM occupations ($61,100) are 78% of the median earnings of White workers in STEM ($78,000). The gap has widened in recent years: In 2016, the Black-to-White earnings gap in the STEM workforce was 81%.

The typical Hispanic worker in STEM earns about $65,000, or 83% of the typical White worker in STEM. Here too, the gap has widened: In 2016, the Hispanic-to-White pay gap in the STEM workforce was 85%.

Asian workers in STEM tend to be paid more than comparable White workers in STEM, and that pay disparity has widened. The median annual earnings of an Asian full-time, year-round worker age 25 and older employed in a STEM occupation ($99,100) is 127% that of a comparable White worker. In 2016, the Asian-to-White earnings disparity was 125%. 4

There is a gender pay gap among workers in each racial and ethnic group, resulting in the highest earnings for the typical Asian man in a STEM job and the lowest earnings for the typical Black and Hispanic women working in STEM jobs. Such gaps echo those found for all workers. 5 A number of studies have shown that gender, racial and ethnic group pay gaps persist with controls for education and job characteristics. 6

Training programs at U.S. colleges and universities point to ongoing challenges for increasing diversity of STEM workforce

Roughly two-thirds of STEM workers (67%) have completed a bachelor’s or postgraduate education, and among these STEM workers, about three-quarters earned a degree in a STEM field. While the nation’s colleges and universities have increased the number of degrees awarded in STEM fields, there is little indication that the flow of degree recipients will dramatically increase gender, racial and ethnic representation in related job areas over the near term.

The number of STEM graduates has grown, especially at the bachelor’s and master’s levels

More Americans have been earning college degrees in recent years, and many more have been doing so in STEM fields.

The growth in STEM degree recipients has far outpaced that for all degrees. Between 2010 and 2018, the most recent year for which data is available, the number of STEM bachelor’s degrees awarded grew by 62%, compared with 20% growth for all degrees.

The number of bachelor’s degrees awarded in computer and information sciences roughly doubled from 2010 to 2018 (a 101% increase), and the number awarded in health-related fields grew almost as much over the same time period (an 87% increase).

American citizens and permanent residents earn an overwhelming share of STEM degrees at the bachelor’s and professional doctorate levels; they make up a majority of master’s (67%) and research doctorate (61%) degree recipients in STEM fields. The share of U.S. citizens and permanent residents varies across degree fields. This group earned fewer than half of research doctorates in computer and information sciences (41%) and engineering and architecture (42%) in the 2017-2018 school year, the most recent year data is available.

Some foreign students earning degrees in the U.S. later join the U.S. workforce through programs such as the H-1B visa or Optional Practical Training (OPT). Between 2004 and 2016, nearly 1.5 million foreign graduates stayed in the U.S. through the OPT program. More than half in the OPT program (53%) were approved for employment in STEM fields. An analysis by the Council of Graduate Schools finds enrollment of international graduate students dropped in 2020, raising questions about the future flow of international students to STEM employment in the U.S., however.

Women are underrepresented in math, physical sciences, computing and engineering, but not all STEM degree fields

Women are more likely than men to enroll in college and to earn a bachelor’s degree. Women have been an increasing share of the college-educated workforce as well. As of the first quarter of 2019, the number of women effectively matched the number of men in the college-educated workforce for the first time.

What is a professional doctorate degree?

Professional doctorates usually prepare degree recipients to work in a specific field. Almost all STEM professional doctorates are awarded in health-related fields. Common health-related professional doctorates include doctor of medicine (MD), doctor of osteopathic medicine (DO), doctor of dental surgery (DDS) and doctor of physical therapy (DPT).

Women earned a majority of all bachelor’s, master’s and doctorate degrees awarded to U.S. citizens and permanent residents in the 2017-2018 school year. But they accounted for 53% of degrees in STEM fields at the bachelor’s level and 48% at the research doctoral level. Women made up a larger share — 60% — of master’s degree recipients in STEM fields, especially in health-related degree programs such as nursing.

Women also earned a 58% majority of professional doctorate degrees in the health sciences. They earned a smaller share of M.D. (48%) and D.D.S. and D.M.D. degrees (49%), however.

Across all degree levels, women make up majorities of degree recipients in health-related fields and in the life sciences, which includes studies in agriculture, environmental sciences and biology.

More men than women earned degrees in other STEM fields. Women earned between 36% and 40% of degrees awarded in the physical sciences across all degree levels in the 2017-2018 academic year. In math, 42% of bachelor’s and 36% of master’s degrees were earned by women; just 25% of math research doctorates were earned by women in 2018.

Women are particularly underrepresented in engineering and computer sciences. Women earned less than one-quarter of bachelor’s degrees in engineering (22%) and computer science (19%) and no more than about three-in-ten master’s or research doctoral degrees in these fields as of 2018.

Black and Hispanic degree recipients are underrepresented in STEM fields

Prior to the pandemic, the share of Hispanics enrolled in college was increasing, and more Hispanics were earning bachelor’s degrees. In 2018, Hispanics earned 15% of all bachelor’s degrees, up six percentage points since 2010.

The share of Hispanics earning a bachelor’s degree in a STEM field has increased (from 8% in 2010 to 12% in 2018). Hispanic enrollment in college has declined since the coronavirus outbreak, however, casting doubt on whether these gains will continue.

Even with gains since 2010, Hispanic adults remain less likely than White, Asian and Black adults to earn a college degree and are underrepresented among STEM degree recipients.

Hispanic adults earned 9% of master’s degrees and 6% research doctorate’s in STEM as of 2018. This is lower than their 11% share of master’s degrees and 8% of research doctorate’s in any field. In computer science, Hispanic students earned 8% of master’s degrees and 6% of research doctorates awarded to U.S. citizens and permanent residents in the 2017-2018 school year. They earned 8% of master’s degrees in math and 9% each in life science and physical science fields. In engineering and architecture programs, Hispanic adults earned 10% of master’s degrees. (See Appendix A for degrees earned in STEM degree fields.)

Black students earned no more than 9% of the STEM degrees awarded in 2018 across bachelor’s, master’s and doctoral levels, figures that have seen little change since 2010.

Black students are especially underrepresented in math, engineering and physical science degree programs; they earned no more than 5% of master’s and research doctoral degrees in engineering or physical science during the 2017-2018 school year. Black students comprise just 3% to 4% of degree-recipients in mathematics at the master’s level and above.

In computer science fields, Black students earned 9% of bachelor’s degrees, 13% of master’s degrees and 7% of all research doctorates over the 2017-2018 school year.

Analysis of the Computing Research Association’s survey of Ph.D.-granting programs finds just 2.4% of new U.S. resident Ph.D. graduates in artificial intelligence (a subset of those in computer science, computer engineering and information programs) were Black and just 3.2% were Hispanic in 2019. Such figures speak to ongoing questions about whether the lack of diversity among workers contributes to biases in AI algorithms.

Asian students are overrepresented in STEM fields at all degree levels compared with their share of all degree recipients. Asian students earned 10%-11% of STEM-related bachelor’s, master’s and research doctorate degrees in 2018. For comparison, Asian students earned 7% of all bachelor’s, master’s and research doctorate degrees over the same time period.

White students are overrepresented in STEM fields, particularly at the doctoral level, compared with the share of all degree recipients. White students earned 67% of all research doctorates in a STEM degree field over the 2017-2018 school year; they earned 63% of all research doctorates awarded that year.

The share of White students earning STEM degrees has gone down since 2010 across all degree levels, mirroring the decrease in the White share of the U.S. adult population. For instance, the share of White students earning STEM bachelor’s degrees declined from 67% in 2010 to 62% in 2018.

White students earned a higher share of degrees in the physical sciences than other STEM fields. They earned two-thirds of bachelor’s degrees (66%) in the physical sciences, 72% of master’s degrees and 73% of research doctorates in 2018.

Native Americans, Native Hawaiians, Pacific Islanders and people who identify with more than one racial group earned 4% of bachelor’s degrees and 3% of advanced degrees in STEM fields.

Across racial and ethnic groups, the representation of women in STEM degree fields varies

The share of women earning STEM degrees varies across racial and ethnic groups. Among Black students earning degrees in a STEM field, more are women than men. This pattern aligns with long-standing gender gaps in educational attainment of Black students across all degree fields.

This gender gap is especially pronounced for advanced degree-earners. Among Black students, women earned 68% of STEM master’s degrees, 65% of STEM research doctorates and 65% of STEM professional doctorates during the 2017-2018 school year.

Among Hispanic graduates in 2018, women earn majorities of STEM degrees at most levels, though there is gender balance among those earning STEM research doctorates (50% women, 50% men).

Among Asian students, the gender balance of graduates in STEM fields is mixed. More Asian women than men earned STEM degrees in 2018 at the master’s level, as well as in professional doctoral programs, nearly all of which are in a health-related field.

Among White graduates in a STEM field, more White women than men earned degrees in STEM fields at the bachelor’s, master’s, and professional doctorate levels. Among White students earning a research doctorate in a STEM field in 2018, 47% were women and 53% were men, however.

• The analytic lens on those earning bachelor’s and advanced degrees in STEM omits an important part of the STEM workforce. As of 2019, 27% of STEM workers report having completed an associate degree or some college with no degree. These “middle skill” workers are more prevalent among those in health-related and computer job clusters. ↩
• A 2019 report pointed to potential gains from a focus on minority-serving colleges and university. See “ Closing the Equity Gap: Securing our STEM Education and Workforce Readiness Infrastructure in the Nation’s Minority-Serving Institutions ,” National Academies of Sciences, Engineering and Medicine. ↩
• Race/ethnicity data is unavailable for 4% of all bachelor’s degree and 4% of STEM bachelor’s degree recipients in 2018. ↩
• Across all occupations, the Black-to-White (73%) and Hispanic-to-White (68%) earnings gaps are wider than the pay disparities in STEM occupations. ↩
• Miller, Kevin, Deborah J. Vagins, 2018, The Simple Truth About the Gender Pay Gap , AAUW. Also see the 2020 update . ↩
• A 2018 Pew Research Center analysis showed that gender pay gaps for STEM workers occur across all education levels. A large literature has explored the source of gender and other pay gaps. See Francine D. Blau and Lawrence M Kahn, 2017. “The Gender Wage Gap: Extent, Trends, and Explanations” Journal of Economic Literature, Vol. 55, No.3; Shulamit Kahn and Donna Ginther, 2017. “ Women and STEM .” NBER Working Paper 23525; Katherine Michelmore and Sharon Sassler, “ Explaining the Gender Wage Gap in STEM: Does Field Sex Composition Matter? ” Journal of the Social Sciences, Volume 2, Number 4, August 2016, pp. 194-215; Valeria Wilson and William M. Rodgers III, Sept. 20, 2016, “Black-white wage gaps expand with rising wage inequality,” Economic Policy Institute. ↩

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An advanced degree  built for the future .

The new Master of Science in Computer Science degree program is built on a 96-year foundation of engineering and computer science at University of the Pacific. The one to two-year program, taught at the iconic ivy-covered campus in Stockton, California, teaches students advanced techniques and best practices of professional research and establishes the intellectual foundations for achieving excellence in the field of computer science. Graduates of the degree program will be prepared to create new technologies and enhance existing systems with a curriculum that dives into machine learning, data science, virtual reality, and more. Whether you are a working adult, a residentially-based undergraduate student, a transfer student, or looking to make a career change into Computer Science, we offer a variety of flexible plans of study to meet many needs.

Interdisciplinary

Students will have the opportunity to take graduate-level courses from disciplines outside of Computer Science, such as business, engineering management, and computer engineering, as part of the MSCS degree, preparing them to work in interdisciplinary settings that are common in industry today.

Faculty Mentorship

Pacific’s distinguished computer science professors serve as dedicated faculty advisors and engage with the international computing community to provide students with exceptional experiential learning opportunities.

Master of Science in Computer Science

Undergraduate Core Courses (12-16 units that may be satisfied through courses taken for a BSCS degree)

 (3-4 units) COMP 141. Programming Languages  (3-4 units) COMP 147. Computing Theory  (3-4 units) COMP 157. Design and Analysis of Algorithms  (3-4 units) ECPE 170. Computer Systems and Networks or COMP 173. Operating Systems

Required Graduate Course (3 units)

ENGR 201. Techniques in Research

Graduate Computer Science Electives (12 units)

Students must complete 12 units of COMP courses at the 200 level.

Computational Electives (6 units)

Students must complete 6 additional units of COMP, ECPE, or MATH courses at the 100 or 200 level. COMP 141, COMP 147, COMP 157, COMP 173, ECPE 170, MATH 161, MATH 162, and MATH 166 may not count as Computational Electives.

Graduate Electives (9 units)

Students must complete 9 additional units of 200 level coursework.

Admission Requirements

• Undergraduate degree in any field
• Official Transcripts (3.0 minimum undergraduate GPA)
• One (1) Letter of Recommendation
• Personal Statement

Additional requirements for international applicants may be found here .

One-Year Master of Science in Computer Science Plan of Study (Online or Residentially-Based)

To complete this plan, students must already have an undergraduate degree and have taken courses equivalent to COMP 141 Programming Languages, COMP 147 Computing Theory, COMP 157 Design and Analysis of Algorithms, and ECPE 170 Computer Systems and Networks or COMP 173 Operating Systems.

• ENGR 201 Techniques in Research
• MSCS COMP Elective Course
• MSCS Graduate Elective Course
• MSCS Computational Elective Course

Two-Year Residentially-Based Master of Science in Computer Science Plan of Study for Students with an Undergraduate Degree in something other than Computer Science

F irst year.

• COMP 047 Discrete Math for Computer Science
• COMP 051 Introduction to Computer Science
• MATH 045 or 051 Calculus
• COMP 053 Data Structures
• COMP 147 Computing Theory

Second Year

• ECPE 170 Computer Systems and Networks
• COMP 141 Programming Languages
• COMP 157 Design and Analysis of Algorithms
• MSCS Computational Elective Course

Accelerated Bachelor of Science in Computer Science/Master of Science in Computer Science Plan of Study

High School students with a GPA of 3.8 or higher may be admitted directly into the Accelerated BSCS/MSCS program to begin their first semester at Pacific. Continuing Pacific students may be admitted to the Accelerated BSCS/MSCS program between the SECOND and THIRD years with a Pacific GPA of 3.5 or higher. Once admitted to the Accelerated BSCS/MSCS program students must maintain a GPA of 3.3 or higher to remain in the program.

NO 100-level COMP courses may be taken as MSCS Computational Electives. 100-level MATH and ECPE courses may be taken as MSCS Computational Electives.

• CORE 001 Problem Solving and Oral Communication
• ENGR 010 Dean's Seminar
• General Education Course
• CORE 002 Writing and Critical Thinking
• Free Elective or Minor Course (3-4 units)
• COMP 055 Application Development
• Free Elective or Minor Course
• Lab Science Course
• ENGR 030 Engineering /Computing Ethics in Society
• MATH 037 Introduction to Statistics/Probability
• Computer Science Elective Course (4 units)
• MSCS COMP Elective  Course

Fourth Year

• COMP 173 Operating Systems
• COMP 177 Computer Networking
• COMP 178 Computer Network Security
• COMP 195 CS Senior Project
• ENGR 025 Professional Practice Seminar

Transfer Student Accelerated Bachelor of Science in Computer Science/Master of Science in Computer Science Plan of Study

To be admitted to the Accelerated BSCS/MSCS program transfer students must have a GPA of 3.5 or higher at their previous institution and transfer a minimum of 70 units of college level coursework that includes courses equivalent to the following:

• MATH 037 Introduction to Statistics and Probability
• MATH 051 Calculus I
• Two lab science courses (that transfer to Pacific as Scientific Inquiry General Education courses)
• An Artistic Process & Creation course (General Education)
• A Civic & Global Responsibility course (General Education)
• A Language & Narratives course (General Education)
• A Social Inquiry course (General Education)
• Two additional General Education courses

Once admitted to the Accelerated BSCS/MSCS program students must maintain a GPA of 3.3 or higher to remain in the program.

NO 100-level COMP courses may be taken as MSCS Computational Electives.  100-level MATH and ECPE courses may be taken as MSCS Computational Electives.

The BSCS and MSCS degrees are both awarded after the SPRING of the student's SECOND Year at University of the Pacific.

• Computer Science Elective Course (4 units)
• COMP 127 Web Applications
• COMP 175 System Admin and Security
• Computer Science Elective Course (3 units)
• Computer Science Elective Course (3 units)
• ENGR 030 Engineering/Computing Ethics in Society

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M.S. In Cybersecurity

Montana State University's Gianforte School of Computing offers an MS in Cybersecurity.   The MS in Cybersecurity requires a minimum of 30 post-baccalaureate credits and is designed for students who have earned a baccalaureate degree in Computer Science (CS) or a related program.   Students may pursue the Master's degree under a thesis option or a courses-only option.

The MS in Cybersecurity is aligned with the requirements necessary to pursue the National Security Agency (NSA) Centers of Academic Excellence (CAE) Cyber Defense Education (CDE) certification. Two tracks (CDE-Masters) are currently being offered which will be validated as Technical Program of Studies (PoS) by CAE. 

The courses listed below (for both tracks) are designed with outcomes that match Knowledge Units (KUs) necessary to meet certification criteria. A KU is a grouping of topics that needs to be covered by either a single or multiple courses in the PoS.  In some cases, a single course may cover multiple KUs.  CAE-CDE certification requires that students cover 22 KUs, and both programs are specifically designed to meet this criterion.  For specific information regarding the mapping of KUs to courses, please contact Dr. Clemente Izurieta ([email protected]).

Thesis Master's candidates must present and defend their thesis in a public departmental seminar.  The number of credits listed at the 500 level or higher (including thesis credits) on the program of study must total at least 21.

Required courses include:

• CSCI 532, Algorithms, 3 credits
• CSCI 538, Computability, 3 credits
• CSCI 590 (Master's Thesis option only), 10 credits

MS in Cybersecurity Program Requirements - ThesisTrack - 30 credits

Students on the thesis track must complete a Program of Study of at least 30 credits which includes at least 20 credits of coursework and 10 credits of thesis. The Program of Study is to be filled out during a student's first semester of graduate school in consultation with his or her advisor.

Note: To enter the program, a student will need to have earned a computer science or closely related bachelor's degree and have the equivalent knowledge of MSU's CSCI 112 (Programming in C) and CSCI 460 (Operating Systems) courses.

Required Courses (that MSU currently offers)

• CSCI 476, Computer Security, 3 credits
• CSCI 466, Computer Networks, 3 credits
• CSCI 521, Distributed System Implementation, 3 credits
• CSCI 540, Advanced Database Systems, 3 credits
• ESOF 422, Advanced Software Engineering, 3 credits
• CSCI 590, Thesis, 10 credits.  The Thesis must be aligned with a cybersecurity topic and the student must make an academic contribution that advances the body of knowledge in the domain.  CSCI 590 counts for 7 KUs.

MS in Cybersecurity Program Requirements - Courses-Only Track - 30 credits

Students on the courses-only track must complete a Program of Study of at least 30 credits. The Program of Study is to be filled out during a student's first semester of graduate school in consultation with his or her advisor.

Note: To enter the program, a student will need to have earned a computer engineering, electrical engineering or closely related bachelor's degree and have the equivalent knowledge of MSU's CSCI 112 (Programming in C) and CSCI 460 (Operating Systems) courses.

• CSCI 550, Advanced Data Mining, 3 credits
• 6 credits of elective courses at the discretion of the student in collaboration with an advisor.

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Fax: (406) 994-1972

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17-year-old prodigy graduates with master's degree in computer science: 'I am proud of myself'

A Pittsburgh-area teenager who's at the right age to earn a high school diploma instead recently walked across the stage to accept another diploma: a master's degree in computer science.

On Saturday, 17-year-old Raja "RJ" Krishnaswamy graduated with a master's degree in computer science from the University of Pittsburgh. He completed the master's program in one year, having just graduated with a bachelor's degree in computer science from Pitt last spring as part of what he called a " BS/MS program " at the school.

In fact, Krishnaswamy has two other college degrees under his belt as well: an associate degree in mathematics and another in software economics from the Community College of Allegheny County. He first enrolled at CCAC at age 9, when most kids are in the fourth or fifth grade.

"College classes are fun," he told Pittsburgh magazine in 2017. "They’re thought-provoking."

Krishnaswamy showed a strong intellectual aptitude at an early age — a very early age. He reportedly began singing the alphabet song when he was just 8 months old, reading the "Harry Potter" book series at age 3, and solving algebra problems a couple of years after that.

"His Christmas list had 30 books on different mathematic topics," recalled Krishnaswamy's proud father, whose name is also Raja Krishnaswamy. "His list was this big, and most of them were books, so that's what he wants."

Still, the master's program at Pitt wasn't easy. RJ Krishnaswamy noted that, like almost all master's students, he "had to defend a thesis." "It's been hard work," he said.

Though Krishnaswamy has not decided what he'll do next, he did apply for a doctoral program at Pitt, and at least one of his professors there certainly believes Krishnaswamy has even more academic potential in store. "On to publications!" said Daniel Mosse, a professor of computer science.

Someday, Krishnaswamy hopes to become a software programmer like his father. But for now, he's enjoying his manifold accomplishments.

"I am proud of myself," he said following graduation last year.

"It was just awesome!"

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