Meet Marty Allen, the Director of Online Programs in Computer Science

Marty Allen is a well-known face in Tufts’ Department of Computer Science. He has served as the Director of Online Programs and Associate Teaching Professor for five years. But Dr. Allen wasn’t always a computer scientist. He discovered his passion for computer science later, after first earning his undergraduate and master’s degrees in philosophy. “I like the fact that since computation is useful everywhere, I can essentially think about anything I like and still be doing
computer science,” he explains. Philosophy is also “a pretty solitary occupation,” not in sync with his outgoing personality and desire to help others. So, three years after completing a philosophy MA at the University of Pittsburgh, Allen completed his MSCS at the University of Massachusetts, Amherst; five years later, he added a computer science PhD.

Today, Allen’s career is anything but solitary. He’s built a teaching career dedicated to delivering quality education and fostering meaningful connections. We sat down with Marty to ask him about his background, his experience building the online MS programs, and his advice for
prospective students.

What was it like to bring the Tufts programs online and how have they evolved since being introduced?

We had originally planned to introduce our online programs in 2019-2020, but when COVID hit, it turned out to be a silver lining. While many were rushing online, we already had some courses ready. 

Initially, we thought we would need to train staff to deliver online education, but the shift to online learning made my job easier and helped improve the program. Now, we're dealing with students and faculty who've experienced it and want to be online. It's been exciting to see how
the program has grown, expanding access to education and reaching people outside the doors
of Tufts.

Are there any unique advantages or opportunities the online format offers?

My classes are often large when I teach in person, so my energy goes into delivering the lectures. I have a staff of TAs and course assistants who do things like labs, recitation exercises, and office hours, which are honestly the fun things. 

When I teach online, I record the lectures, allowing me to edit and refine mistakes for clarity. Students watch them at their convenience, which improves engagement because they can stop and start as needed. Because of the smaller scale, I also do the labs, recitation exercises, and office hours myself (though TAs provide additional office hours), giving me more one-on-one time with my online students than my in-person students. That's a really exciting thing for me. 

Additionally, teaching online requires me to be more intentional. We spend months creating an online course, rehearsing and recording the lectures, and making edits. This process has made me a better teacher in general because it has allowed me to focus on creating the best possible version of my classes.

How would you respond to a student asking, "Why should I choose Tufts and its programs?" 

There are many different types of online programs, some of which operate at huge scales. While they can service tens of thousands of students annually, communication with professors is often limited. 

At Tufts, we have asynchronous material like recorded lectures and readings but we also focus on fostering connections. You'll meet with 20-30 classmates weekly to collaborate, ask questions, and engage in conversations. Professors have virtual office hours, which allows us to
get to know students and develop relationships.

We offer bridge programs to help people without a computer science or data science background prepare for our master's programs. If you already have the background, you can start an online Master of Science in Computer Science or an online Master of Science in Data Science right away. 

Tufts programs are distinctive, and we put a lot of energy into them. Teaching has always been a priority at Tufts, so when we went online, our goal wasn't to scale up to 10,000 students or do things completely differently. Instead, we figured out how to take what we like to do, interact with our students, and move it online.