Ten simple rules for designing and running a computing minor for bio/chem students

Area of Science:

• Interdisciplinary studies
• Computer science education
• STEM workforce development

Background:

• Modern workforce demands programming and data science skills for science graduates.
• Historically, limited computer science minor completion among biology, biochemistry, and chemistry students at San Francisco State University.
• Need for specialized computing education tailored to science disciplines.

Purpose of the Study:

• To present lessons learned from establishing and running a new computing applications minor.
• To detail strategies for engaging science students in computing.
• To provide a framework for interdepartmental collaboration in academic program development.

Main Methods:

• Development of a new minor in computing applications (Promoting Inclusivity in Computing - PINC) in 2016.
• Curriculum design focused on attracting and retaining biology, biochemistry, and chemistry students.
• Implementation of pedagogical strategies and support systems within the program.
• Establishing interdepartmental coordination for program administration.

Main Results:

• The PINC minor was established to address the gap in computing skills among science students.
• The program's structure and teaching methods were designed to appeal to target student populations.
• Lessons learned are codified into 10 distinct rules for program implementation and management.
• Focus on student engagement, support, and behind-the-scenes operational efficiency.

Conclusions:

• The PINC minor serves as a model for integrating computing skills into science education.
• The 10 rules offer practical guidance for developing similar interdisciplinary programs.
• Successful program implementation requires strategic planning, tailored pedagogy, and robust administrative support.
• Enhancing computing proficiency among science students is crucial for career competitiveness.