cmu mscs video essay

• M.S. in Computer Science

The M.S. in Computer Science offers students with a bachelor's degree the opportunity to improve their training with advanced study in computer science. 

We cater to students with basic analytic skills and a strong aptitude for mathematics, programming, and logical reasoning.  You don’t need a bachelor’s degree in computer science specifically for the program, but a technical undergraduate background will set you up for success.

Our program isn’t based on a fixed set of courses. Instead, you’ll construct your own course of study, in consultation with your advisor. The program requires only coursework; research is optional, though approximately a third of our students have some research involvement during the course of their studies, and there is a thesis option.

How long does the program take to complete?

Most students will complete the program in three semesters, but if you’re switching to computer science from another field, you may need an additional semester to fill gaps in your undergraduate training. The M.S. program is distinct from the Ph.D. program in computer science, and master's students will not usually continue into the Ph.D. program and will not receive preferential treatment if they apply.

Program Requirements

You must complete six broad requirements:

Pass* 96-108 units in qualifying master’s courses from the curriculum list in the MSCS Handbook . This is typically eight courses.

Pass up to 12 MSCS elective units.

Pass one course from the available Systems courses. (counts toward Qualifying unit)

Pass one course from the available Theoretical Foundations courses. (counts toward Qualifying unit)

Pass one course from the available Artificial Intelligence courses. (counts toward Qualifying unit)

Maintain a 3.0 QPA.

(* "Passing” is considered receiving a letter grade of C or higher.)

Some students may need to take additional courses that do not satisfy any program requirement, in order to satisfy pre-requisites for other courses. For example, most students will be expected to take 15-213/513 (Introduction to Computer Systems).

15-213/513 can be taken over the Internet during the summer, and new master’s students are encouraged to do so before they arrive. Students who completed their undergraduate work at CMU can apply up to two courses taken as an undergraduate toward requirements for the M.S., provided the two courses were not previously used to satisfy any requirement.

You can see a detailed description of the program's requirements and curriculum in our  MSCS Handbook .

How to Apply

For questions specific to the Master of Science in Computer Science (MSCS) please email: [email protected]

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Statement of purpose/personal statement for grad school, law school, med school, (recommended) interactive learning module:   writing your statement of purpose, download pdf handout:  writing your graduate school application essay, download pdf handout:  writing your personal statement for law school, download pdf handout:   writing your personal statement for medical school, download pdf worksheet:   personal statement brainstorming, watch recorded workshop:   writing a graduate school application essay.

When you apply to graduate school or for a research fellowship, you will probably be asked to write a statement of purpose (also known as a personal statement) as part of your application packet. The interactive learning module and handouts will give you advice on writing your SOP while also teaching you generalizable writing skills that you can apply to future situations.

These materials will familiarize you with the following topics:

Writing for your audience’s values and priorities

Using compelling and credible detail to persuade your audience

Organizing so your audience will find the information that is important to them using their preferred reading strategies

Seeking personalized feedback to strengthen your grad school application documents? Schedule an appointment with one of our consultants now!

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Carnegie Mellon University School of Computer Science

Master's programs.

SCS offers a wide range of professional and academic master's programs across its seven departments. Admissions and requirements vary by program and are determined by the program's home department.

Links to all departments and master's programs appear below. Additionally, our Master's Programs Comparison Data includes statistics, facts and other information for each program.

If you're interested in applying, be sure to visit our Graduate Admissions Overview page or read our Frequently Asked Questions .

All Master's Programs by Department

Ray and stephanie lane computational biology department, master of science in automated science: biological experimentation.

The M.S. in Automated Science program is the first of its kind and provides training for students to play roles in the development of highly automated systems for doing science. It provides training in the principles and hands-on use of robotic laboratory equipment, the fundamental computational biological methods for constructing predictive models in biology and medicine, and the methods of active machine learning and AI for automatically and iteratively choosing experiments to achieve a given goal. The program is designed for a diverse applicant pool and will be especially valuable to students with undergraduate degrees in biology seeking to gain advanced computational skills for jobs in the laboratory automation industry. Opportunities also exist for successful graduates to transition to Ph.D. programs.

Master of Science in Computational Biology

The M.S. in Computational Biology program seeks to train the world's best computational biologists at the master's level. The curriculum provides both breadth and depth of training in computational biology, and is built on a solid foundation of biology, computer science, statistics and machine learning (data sciences). The program is designed for students with backgrounds in quantitative and/or life sciences. Students often participate in summer research internships in life sciences, industry or academic research laboratories. MSCB graduates are prepared for rewarding jobs in industry or to pursue their doctoral degrees at top universities.

Computer Science Department

Fifth year master's in computer science.

The Fifth Year Master's in Computer Science is a direct master's program for students receiving a bachelor of computer science from Carnegie Mellon. The purpose and goal of the program is to encourage our very brightest undergraduates to become involved with research that broadens their often hectic undergraduate experience.

Master of Science in Computer Science

The Master of Science in Computer Science (MSCS) program offers students with a bachelor's degree the opportunity to extend their training with advanced study in computer science. Applicants should possess basic analytic skills and a strong aptitude for mathematics, programming and logical reasoning. A bachelor's degree in computer science is not required, but some scientific, engineering or mathematical background is an important predictor of success.

Human-Computer Interaction Institute

Accelerated master of human-computer interaction.

The Accelerated Master of Human-Computer Interaction program provides CMU undergraduate HCI majors with an opportunity to complete a master's in human-computer interaction in an additional two semesters following graduation. Accepted students join the MHCI capstone in the spring semester of their senior year, graduate in May with their undergraduate degree, and then go right into being a graduate student in the summer while completing their capstone project with MHCI. The fall semester allows them to complete their electives for the master's portion of the program. Students should apply by Nov. 1 of their senior year.

Master of Educational Technology and Applied Learning Science (METALS)

This interdisciplinary program trains students to design, develop and evaluate evidenced-based programs for learning in traditional and nontraditional settings. Graduates will be prepared to take key positions in corporations, universities and schools as designers, developers and evaluators of educational technologies, as well as learning engineers, curriculum developers, learning technology policy-makers and even chief learning officers.

Master of Human-Computer Interaction

The Master of Human-Computer Interaction (MHCI) program is the first in the world dedicated to preparing professionals for careers related to human-computer interaction, user-experience design and user-centered research. The MHCI program integrates service and design thinking into a rigorous HCI curriculum that prepares our students to design and guide the future of human and technology interactions.

Master of Science in Product Management

This 12-month master's program, a joint effort with the university's Tepper School of Business, provides both the technical skills and business acumen students need to be successful in this high-demand area. A required internship and capstone project supply the practical skills students need to return to industry prepared for their new careers.

Language Technologies Institute

Master of computational data science.

The Master of Computational Data Science (MCDS) concentrates on applying the scientific method to very large data systems. The degree focuses on scientific experimental design, data collection, data modeling and analysis, problem solving, and human-computer interaction. These problem areas are addressed through a core computer science curriculum consisting of software engineering, machine learning, statistics, large scale distributed systems, storage systems, etc. The degree trains technologists to create new large scale data science systems.

Master of Science in Artificial Intelligence and Innovation

The Master of Science in Artificial Intelligence and Innovation (MSAII) equips you to identify potential artificial intelligence applications, and develop and deploy AI solutions to large practical problems. Students work in teams to implement AI systems that are responsive to market needs.

Master of Science in Intelligent Information Systems

The Master of Science in Intelligent Information Systems (MIIS) degree focuses on recognizing and extracting meaning from text, spoken language, video, and other forms of unstructured information. It provides deep exposure to content analysis and machine learning.

Master of Science in Language Technologies

The Master of Science in Language Technologies is a research-oriented degree in the areas of speech processing, language processing, information retrieval, machine translation and machine learning. Most MLT students are affiliated with an advisor's research project, in which they gain hands-on experience with advanced research and state-of-the-art software. An optional master's thesis project may also be chosen.

Online Graduate Certificate in Machine Learning and Data Science Foundations

Organizations know how important data is, but they don’t always know what to do with the volume of data they have collected. That’s why CMU designed the online Graduate Certificate in Machine Learning and Data Science Foundations — to teach technically savvy professionals how to leverage AI and machine learning technology to harness the power of large scale data systems. This 12-month, 100% online program will prepare participants for the staggering amount of data generated by today’s rapidly changing world. 

Machine Learning Department

Fifth year master's in machine learning.

The Fifth Year Master's in Machine Learning allows Carnegie Mellon undergraduates to earn an MS degree in one additional year by taking some of the required ML courses as an undergraduate.

Master of Science in Machine Learning

The world's first and top-ranked machine learning program gives students the tools they need to solve real-world problems by using advanced machine learning techniques and developing their own learning algorithms. This program includes three semesters of courses, plus an internship in industry or research with our world-class, interdisciplinary faculty. It strengthens students' skills in computer science and statistics to provide exceptional training for future leaders in the field.

Robotics Institute

Master of science in computer vision.

Computer vision is the study of acquiring and interpreting visual imagery. As the technology matures, its applications in industry continue to expand exponentially in areas of great commercial value. The goals of the 16-month (three semesters plus summer) MSCV program are to provide a robust set of courses encompassing current and emerging state-of-the-art computer vision topics that prepare students for careers in this field, and to facilitate hands-on experience through real research and development projects addressing current applications.

Master of Science in Robotics

The robotics master of science program brings together areas of robotics research that would otherwise be spread across different departments or separate universities, preparing students to take a leading role in the research and development of future generations of integrated robotics technologies and systems.

Master's in Robotic Systems Development

The Master's in Robotic Systems Development (MRSD) is an advanced graduate degree with a combined technical/business focus for recent graduates/practicing professionals already engaged in, or wishing to enter, the robotics and automation field as practitioners in the commercial sector.

Software and Societal Systems

Master of science in information technology - privacy engineering.

The Master of Science in Information Technology - Privacy Engineering (MSIT-PE) is a 12- or 16-month program designed for computer scientists and engineers who wish to pursue careers as privacy engineers or technical privacy managers. Designed in close collaboration with industry and government, this program is intended for students who aspire to play a critical role in building privacy into future products, services and processes.

Master of Software Engineering

This program is designed for software professionals with at least two years of experience who want to learn best practices in managing large, diverse software development projects with a focus on software architecture and software project management. The MSE program emphasizes increased industry engagement in small groups with greater elective flexibility.

Master of Software Engineering - Embedded Systems

For entry-level software developers with less than two years of experience, the MSE-ES program focuses on software design for internet of things (IoT) and cyber-physical systems using microcontrollers with real-time actuators and sensors. The program includes a required summer internship and team project with professional mentors.

Master of Software Engineering - Scalable Systems

Designed for entry-level software developers with less than two years of experience, the MSE-SS program focuses on achieving business objectives through high-velocity, continuous integration for large-scale, data-intensive and intelligent systems. The program includes a required summer internship and team project with professional mentors.

Master of Software Engineering Online

This program is for software professionals with at least two years of experience who want to learn best practices in managing large, diverse software development projects with a focus on software architecture and software project management. The MSE Online program is part-time and culminates in a reflective practice thesis.

Our Master's Programs Comparison Data includes statistics, facts and other information for each program.

View our Master's Programs Comparison Data Sheet

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CMU MSCF   Essay A vs. Essay B

• Thread starter Sky
• Start date 4/4/12

I have a question about what exactly Essay A and Essay B are looking for. Essay A asks to discuss how my background will help me achieve my goals and be successful at CMU. Essay B asks to give my background in finance, computer science, math, and statistics, with a detailed discussion of my background in calculus-based probability theory. So, both essays are essentially asking me to give my academic background. Because one could easily give the same laundry list of academic history for each one, I'm thinking that CMU is hoping for students to notice the subtleties in answering both essays. My approach right now is to give some highlights from my academic background for each of the core areas requested in Essay B, but with most of the essay being about my calculus-based probability knowledge. I'm also making most of Essay A to be about my goals and how I will be successful at CMU, but somehow linking my academic and professional background to support these statements. Am I understanding these essays correctly? Or am I totally off track here?  

plz do your homework before asking people here - look at previous chat transcripts/search this forum etc... youll find what you need  

Andy Nguyen

Click on the CMU MSCF prefix will sort all threads with the same prefix. You can then see this https://www.quantnet.com/forum/threads/how-would-you-answer-essay-b-mscf.5300/ Alternative, just enter "MSCF Essay" in the search box and select "Search titles only". We have very powerful search engine here and you should be able to find almost everything.  

You can also ask Gwen directly in their Quantnet online chat tomorrow. https://www.quantnet.com/live/  

Sky said: I have a question about what exactly Essay A and Essay B are looking for. Essay A asks to discuss how my background will help me achieve my goals and be successful at CMU. Essay B asks to give my background in finance, computer science, math, and statistics, with a detailed discussion of my background in calculus-based probability theory. So, both essays are essentially asking me to give my academic background. Because one could easily give the same laundry list of academic history for each one, I'm thinking that CMU is hoping for students to notice the subtleties in answering both essays. My approach right now is to give some highlights from my academic background for each of the core areas requested in Essay B, but with most of the essay being about my calculus-based probability knowledge. I'm also making most of Essay A to be about my goals and how I will be successful at CMU, but somehow linking my academic and professional background to support these statements. Am I understanding these essays correctly? Or am I totally off track here? Click to expand...

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Cannabis Tops Alcohol as Americans’ Daily Drug of Choice

A new study shows a growing number of people are regularly using cannabis, while frequent alcohol consumption has remained stable.

By Christina Caron

For the first time on record, cannabis has outpaced alcohol as the daily drug of choice for Americans.

In 2022 there were 17.7 million people who reported using cannabis either every day or nearly every day, compared with 14.7 million who reported using alcohol with the same frequency, according to a study, published on Wednesday in the journal Addiction that analyzed data from the U.S. National Survey on Drug Use and Health.

While far more people drink than use cannabis, drinking frequently has become slightly less common than it was around 15 years ago, the study found. But the proportion of people in the U.S. who use cannabis frequently has increased 15-fold in the three decades since 1992, when daily cannabis use hit a low point.

Cannabis legalization has also rapidly accelerated since the ’90s. The drug is now legal for recreational use in 24 states and Washington, D.C. , and for medical use in 38 states and D.C.

The sharp increase in the prevalence of high-frequency cannabis use over the last three decades might partly be attributed to a growing acceptance of the drug, said Jonathan P. Caulkins, a professor of public policy at Heinz College at Carnegie Mellon University. And because the survey data was self-reported, people may now feel more comfortable disclosing how often they use it.

Even so, “I don’t think that for most daily or near-daily users it is a health-promoting activity,” he added. “For some, it’s truly harmful.”

Several experts who were not involved in the research said the study’s findings were concerning. Those in favor of legalizing cannabis have argued that making the drug widely available would draw people away from the harms of alcohol, said Beatriz Carlini, a research associate professor in the psychiatry department of the University of Washington in Seattle.

But the study’s data, which shows only a slight decline in frequent alcohol use, suggests this has not been the case.

“It is disheartening,” she said.

Dr. Carlini and others noted that the concentrations of THC, the psychoactive component in marijuana, have increased dramatically over the years.

In 1995, the concentration of THC in cannabis samples seized by the Drug Enforcement Administration was about 4 percent. By 2021, it was about 15 percent . And now cannabis manufacturers are extracting THC to make oils, edibles, wax, sugar-size crystals and glass-like products called shatter with THC levels that can exceed 95 percent.

In the last decade , research has shown that frequent cannabis use — and particularly the use of high-potency products with levels of THC greater than 10 percent — is a risk factor for the onset of schizophrenia and other psychotic disorders.

“But that isn’t to say that use less frequent — monthly or yearly — is necessarily safe,” said Dr. Michael Murphy, an assistant professor of psychiatry at Harvard Medical School and a psychiatrist at McLean Hospital in Belmont, Mass.

“As we see higher rates of cannabis use in young people, I expect to see higher rates of psychotic disorders,” he said.

The risks of developing psychotic symptoms are higher for those who use cannabis before age 25, people who use it frequently, those with a genetic predisposition (for example, a parent or sibling with a psychotic disorder) or individuals who experienced stressful events like abuse, poverty or neglect during childhood.

In states that have legalized cannabis for recreational use, anyone 21 and over can purchase it.

Those who use cannabis frequently are also at risk of developing cannabis addiction as well as cannabinoid hyperemesis syndrome, a condition that causes recurrent vomiting, the experts said.

This latest study arrives on the heels of the Biden administration’s move last week to downgrade marijuana from the most restrictive category of drugs, known as Schedule I, to Schedule III, which includes drugs thought to have a low-to-moderate risk of abuse.

The survey did not collect information about the concentrations of THC in the products purchased by frequent users or note how often the respondents used cannabis each day.

“A lot of people go home and have a vape after work or take a gummy to go to sleep at night,” said Aaron Smith, the co-founder and chief executive of the National Cannabis Industry Association. He didn’t see that kind of casual daily use as a problem, he added.

At the same time, there may be young people who are using throughout the day “and are exposing themselves to a lot more THC than those people who are just taking a puff a day,” said Ziva D. Cooper, the director of the Center for Cannabis and Cannabinoids at the University of California, Los Angeles. “The mental health and the physical health outcomes are probably going to vary drastically when you look at those different groups of people.”

Christina Caron is a Times reporter covering mental health. More about Christina Caron