“Dr. Thiel understands that strong programs depend on academic judgment and a commitment to student learning,” says Dr. Hobeck. “His experience will help ensure UFred’s computer science program continues to help students get closer to their goals.”
A background in software engineering and computer science
Dr. Thiel brings a strong academic foundation to the role. His education began with a B.Eng. in software engineering at Concordia University. That experience shaped how he thinks about software as more than code. It is a disciplined process of designing, testing, maintaining and improving systems that need to work for real people.
He went on to complete a Ph.D. in computer science at Concordia University, where his research focused on algorithmic optimization and longstanding challenges in radix sorting. His doctoral work reflects the depth of technical knowledge he brings to the program, particularly in areas connected to efficient computation and the structures that make complex systems work.
"Students need both perspectives,” says Dr. Thiel. “They need to understand what is happening underneath the surface, but also how technical choices fit into larger systems and human contexts.”
Teaching the responsibility behind technology
Dr. Thiel also holds P.Eng. status, which has had a major influence on his approach to academic leadership and curriculum design.
“In computer science, technical decisions can affect people at scale,” he says. “That means values such as public responsibility, ethical judgment and professional accountability are part of what we need to teach.”
Dr. Thiel’s work has focused on making complex technical ideas more understandable, creating better structures for course development and using tools thoughtfully to support human expertise rather than replace it.
“Students now have access to tools that can produce answers quickly, but learning computer science still requires practice, persistence and judgment,” says Dr. Thiel. “My goal is to help build learning experiences where students can understand not only what to do, but why it works.”
Strong programs, he says, are not built only from strong content. They are built from learning experiences that help students make sense of challenging material and develop confidence over time.
