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The CCT enables computational education at Duke to ensure that every student, regardless of field of study, is prepared for the digital 21st century. Through partnerships with faculty, programs, and departments spanning a wide range of disciplines including data science, cybersecurity, policy, and ethics, we bring computational learning experiences and opportunities to the Duke community and beyond.
The four pillars of the Center for Computational Thinking represent the strategic priorities and areas of focus for the center. Developed by executive leadership and faculty members, the pillars provide a roadmap for initiatives and new development.
Four Pillars Support Everything We Do
Every student in computing majors/minors can pursue flexible, personalized pathways through an interdisciplinary curriculum marrying computing, liberal arts, and societal grand challenges that emphasizes experiential and team learning. Learn more about Pillar 1.
Every major, minor, and certificate program can explore pedagogical innovation arising from the infusion of computational thinking into its curriculum. Learn more about Pillar 2.
Any student can explore a range of computational topics via co-curricular opportunities ranging from bite-sized courses and workshops to summer programs and internships. Learn more about Pillar 3.
Every student gains the computational literacy that enables them to understand the impact of technology, to harness its power in their life, and to be a responsible citizen in our digital society. Learn more about Pillar 4.
History of the Center for Computational Thinking
Duke Launches Center to Bring Computational Thinking to All Students, Duke Today, Oct. 12, 2020
In the video below, former Trinity College of Arts & Sciences Dean Valerie Ashby shares the origins of the CCT and the central reasons for starting this broad computing initiative at Duke. They include:
- To advance computing in research, teaching, and service throughout all disciplines
- To create easy, clear pathways for students and faculty to incorporate unique teaching and learning experiences in computing
- To ensure all students, across all disciplines (sciences, humanities, social sciences), are educated in computing, not just with technical skills, but also in thinking about solving complex problems with equity and considering unintended consequences
- To leverage existing co-curricular activities and create a clear, legible entry and pathways for all students and faculty to access computing resources for teaching, research, and service