Pub Date : 2016-08-01DOI: 10.1109/RESPECT.2016.7836160
Sarah J. Wille, J. Century, Miriam Pike
The computer science (CS) education field is engaging in unprecedented efforts to expand opportunities in K-12 CS education, and to broaden participation of students traditionally underrepresented in CS. However, even as the field considers ways to provide access to high school computing in general, and the new AP CSP course in particular, one underrepresented group is often overlooked: students with learning differences (that is, students with specific learning disabilities and related attention deficit disorders, like ADHD). The national dialogue about broadening participation in K-12 computing education has given almost no voice to this population. As computer science education initiatives grow, K-12 teachers need evidence-based guidance about how to account for challenges specific to learning disabilities and attention deficit disorders so that these students who learn differently can access instruction and curriculum in ways that address their learning needs. This paper reports on the first phase of a National Science Foundation (NSF) supported exploratory research study (Grant #1542963) to address this problem. We describe our education research-practice partnership that aims to make CS more accessible for students who learn differently and in doing so, highlight the team's process of collaboration as a critical element to address the problem and support equitable learning in CS.
{"title":"Computer Science Principles (CSP) and students with learning differences: Expanding opportunities for a hidden underrepresented group","authors":"Sarah J. Wille, J. Century, Miriam Pike","doi":"10.1109/RESPECT.2016.7836160","DOIUrl":"https://doi.org/10.1109/RESPECT.2016.7836160","url":null,"abstract":"The computer science (CS) education field is engaging in unprecedented efforts to expand opportunities in K-12 CS education, and to broaden participation of students traditionally underrepresented in CS. However, even as the field considers ways to provide access to high school computing in general, and the new AP CSP course in particular, one underrepresented group is often overlooked: students with learning differences (that is, students with specific learning disabilities and related attention deficit disorders, like ADHD). The national dialogue about broadening participation in K-12 computing education has given almost no voice to this population. As computer science education initiatives grow, K-12 teachers need evidence-based guidance about how to account for challenges specific to learning disabilities and attention deficit disorders so that these students who learn differently can access instruction and curriculum in ways that address their learning needs. This paper reports on the first phase of a National Science Foundation (NSF) supported exploratory research study (Grant #1542963) to address this problem. We describe our education research-practice partnership that aims to make CS more accessible for students who learn differently and in doing so, highlight the team's process of collaboration as a critical element to address the problem and support equitable learning in CS.","PeriodicalId":304280,"journal":{"name":"2016 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT)","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126522361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
S. McGee, R. McGee-Tekula, Jennifer Duck, Ronald I. Greenberg, L. Dettori, Dale F. Reed, Brenda Wilkerson, Don Yanek, Andrew M. Rasmussen, Gail Chapman
This study investigated the impact of the Exploring Computer Science (ECS) program on the likelihood that students of all races and gender would pursue further computer science coursework in high school. ECS is designed to foster deep engagement through equitable inquiry around computer science concepts. If the course provides a meaningful and relevant experience, it will increase students' expectancies of success as well as increase their perceived value for the field of computer science. Using survey research, we sought to measure whether the relevance of students' course experiences influenced their expectancies and value and whether those attitudes predicted whether students pursued further computer science coursework. The results indicate that students whose course experience increased expectancies for success were more likely to take another course.
{"title":"Does a taste of computing increase Computer Science enrollment?","authors":"S. McGee, R. McGee-Tekula, Jennifer Duck, Ronald I. Greenberg, L. Dettori, Dale F. Reed, Brenda Wilkerson, Don Yanek, Andrew M. Rasmussen, Gail Chapman","doi":"10.1109/MCSE.2017.50","DOIUrl":"https://doi.org/10.1109/MCSE.2017.50","url":null,"abstract":"This study investigated the impact of the Exploring Computer Science (ECS) program on the likelihood that students of all races and gender would pursue further computer science coursework in high school. ECS is designed to foster deep engagement through equitable inquiry around computer science concepts. If the course provides a meaningful and relevant experience, it will increase students' expectancies of success as well as increase their perceived value for the field of computer science. Using survey research, we sought to measure whether the relevance of students' course experiences influenced their expectancies and value and whether those attitudes predicted whether students pursued further computer science coursework. The results indicate that students whose course experience increased expectancies for success were more likely to take another course.","PeriodicalId":304280,"journal":{"name":"2016 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT)","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122227189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-08-01DOI: 10.1109/RESPECT.2016.7836166
Jennifer Wang, Hai Hong, S. H. Moghadam
This multi-year research study examines knowledge and perceptions of computer science (CS), disparities in access, and barriers to offering CS. In particular, the analysis identifies differences by demographic to gain insight into inequities in CS. The first year of the study surveyed 1,673 students, 1,685 parents, 1,013 teachers, 9,693 principals, and 1,865 superintendents. We found most respondents were unable to distinguish computer literacy activities from CS, with Black or Hispanic respondents even less likely to do so, and perceptions of who does CS were narrow and stereotypical (White, male, smart). Results also indicate discrepancies in access to technology and CS; Hispanic students reported lower exposure to computers at home and in school, and Black students and lower-income students reported less access to CS in school. Hispanic students were less likely to have learned CS or have confidence to learn CS compared to their counterparts. Finally, we explored barriers to access and identified a disconnect: parent (particularly from lower incomes) and student demand for CS education was very high while administrators' perceptions of this demand was low.
{"title":"Diversity in K-12 CS education across the U.S.","authors":"Jennifer Wang, Hai Hong, S. H. Moghadam","doi":"10.1109/RESPECT.2016.7836166","DOIUrl":"https://doi.org/10.1109/RESPECT.2016.7836166","url":null,"abstract":"This multi-year research study examines knowledge and perceptions of computer science (CS), disparities in access, and barriers to offering CS. In particular, the analysis identifies differences by demographic to gain insight into inequities in CS. The first year of the study surveyed 1,673 students, 1,685 parents, 1,013 teachers, 9,693 principals, and 1,865 superintendents. We found most respondents were unable to distinguish computer literacy activities from CS, with Black or Hispanic respondents even less likely to do so, and perceptions of who does CS were narrow and stereotypical (White, male, smart). Results also indicate discrepancies in access to technology and CS; Hispanic students reported lower exposure to computers at home and in school, and Black students and lower-income students reported less access to CS in school. Hispanic students were less likely to have learned CS or have confidence to learn CS compared to their counterparts. Finally, we explored barriers to access and identified a disconnect: parent (particularly from lower incomes) and student demand for CS education was very high while administrators' perceptions of this demand was low.","PeriodicalId":304280,"journal":{"name":"2016 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT)","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114625250","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-08-01DOI: 10.1109/RESPECT.2016.7836183
Ugochi Acholonu, Dominic A. Amato, Jessa Dickinson, Leslie Smith, Joshua Engel, Erin Walker, G. Grant, Nichole Pinkard
Minecraft is one of the most popular games among youth today, experiencing sales over 100 million worldwide and channels on YouTube generating over 47 billion views. Our interest in the game environment is due to its innate computational mechanics that integrate logic, design, and scripting elements. Because of these traits, many organizations and schools are looking to incorporate Minecraft into their curriculum to support computational thinking and computational practices. However, there are challenges surrounding the distribution and availability of individuals who possess the technical and computational expertise needed to support these opportunities. In this poster we introduce the DYN Minecraft Server project. The project is designed to address barriers of entry for adults at schools and youth-serving organizations who want to provide computing-related learning opportunities to diverse youth. We worked with families, city organizations, mentors, and youth to modify the commercially available Minecraft to support adults who may have limited expertise in computing or Minecraft, yet wish to use the platform in order to teach computational content The modifications include the integration of an information network that promotes STEM learning opportunities that are available throughout the city. We discuss our design process, designed activities and interfaces, and feedback from youth, partners, and mentors using the system.
{"title":"Remixing Minecraft to broaden participation in computing","authors":"Ugochi Acholonu, Dominic A. Amato, Jessa Dickinson, Leslie Smith, Joshua Engel, Erin Walker, G. Grant, Nichole Pinkard","doi":"10.1109/RESPECT.2016.7836183","DOIUrl":"https://doi.org/10.1109/RESPECT.2016.7836183","url":null,"abstract":"Minecraft is one of the most popular games among youth today, experiencing sales over 100 million worldwide and channels on YouTube generating over 47 billion views. Our interest in the game environment is due to its innate computational mechanics that integrate logic, design, and scripting elements. Because of these traits, many organizations and schools are looking to incorporate Minecraft into their curriculum to support computational thinking and computational practices. However, there are challenges surrounding the distribution and availability of individuals who possess the technical and computational expertise needed to support these opportunities. In this poster we introduce the DYN Minecraft Server project. The project is designed to address barriers of entry for adults at schools and youth-serving organizations who want to provide computing-related learning opportunities to diverse youth. We worked with families, city organizations, mentors, and youth to modify the commercially available Minecraft to support adults who may have limited expertise in computing or Minecraft, yet wish to use the platform in order to teach computational content The modifications include the integration of an information network that promotes STEM learning opportunities that are available throughout the city. We discuss our design process, designed activities and interfaces, and feedback from youth, partners, and mentors using the system.","PeriodicalId":304280,"journal":{"name":"2016 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT)","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134146553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A critical barrier in providing computer science learning opportunities to all is the dearth of professionals who have the expertise to teach computer science. Blended learning approaches have the potential to reduce this barrier by facilitating the distribution of expertise across distances. In this poster we present our approach to understanding how to design blended learning models for the informal space that take advantage of the expertise of adult mentors and computer science experts. Our theoretical framing is based on Nacu et al. (2014) adult mentor roles, which suggest that adults play different roles (e.g., encourager, monitor, broker) to support students learning. We use Minecraft, a popular, 3D, online, multiplayer game, as our study context. The poster presents two studies that investigate ways of facilitating mentorship in a blended learning environment to teach computational thinking. Study 1 focuses on documenting the roles mentors play while facilitating a computer science-related Minecraft workshop with middle school students. Study 2 focuses on understanding how these roles are modified when online and in person mentors work together to facilitate a computational learning opportunity. Our initial findings suggest that defining a scalable model to support blended learning models in informal spaces requires a variety of mentor roles. Additionally, when coordinating mentorship across mediums, gaps in student support can arise when there is a lack of (a) explicit strategies of communication in place between in-person and online mentors; and (b) clearly defined roles assigned to mentors.
{"title":"Understanding blended mentorship in Minecraft: Scaling computer science expertise across distances","authors":"Ugochi Acholonu, Jessa Dickinson, Leslie Smith, Dominic A. Amato, Nichole Pinkard","doi":"10.1109/RESPECT.2016.7836181","DOIUrl":"https://doi.org/10.1109/RESPECT.2016.7836181","url":null,"abstract":"A critical barrier in providing computer science learning opportunities to all is the dearth of professionals who have the expertise to teach computer science. Blended learning approaches have the potential to reduce this barrier by facilitating the distribution of expertise across distances. In this poster we present our approach to understanding how to design blended learning models for the informal space that take advantage of the expertise of adult mentors and computer science experts. Our theoretical framing is based on Nacu et al. (2014) adult mentor roles, which suggest that adults play different roles (e.g., encourager, monitor, broker) to support students learning. We use Minecraft, a popular, 3D, online, multiplayer game, as our study context. The poster presents two studies that investigate ways of facilitating mentorship in a blended learning environment to teach computational thinking. Study 1 focuses on documenting the roles mentors play while facilitating a computer science-related Minecraft workshop with middle school students. Study 2 focuses on understanding how these roles are modified when online and in person mentors work together to facilitate a computational learning opportunity. Our initial findings suggest that defining a scalable model to support blended learning models in informal spaces requires a variety of mentor roles. Additionally, when coordinating mentorship across mediums, gaps in student support can arise when there is a lack of (a) explicit strategies of communication in place between in-person and online mentors; and (b) clearly defined roles assigned to mentors.","PeriodicalId":304280,"journal":{"name":"2016 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT)","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126322188","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-08-01DOI: 10.1109/RESPECT.2016.7836171
Michael Helms, Roxanne A. Moore, Doug Edwards, Jason Freeman
EarSketch lowers the barriers to entry and broadens engagement in computer science through expressive and culturally relevant music composition. In EarSketch, students write computer code to remix sound samples into original music compositions, often within hours of first exposure to the application. Coupled with sound samples rooted in modern music genres, EarSketch generates deep student engagement. We observed two unexpected challenges when implementing EarSketch in high school Computer Science Principles courses. First, music that appeals to the students' generation may be difficult for teachers to appreciate (and vice versa). Second, while a majority of students engaged in music production and coding, we observed that some students fixated on artistic musical expression without engaging in substantial computational thinking. These findings may apply more broadly in computational courses situated in expressive domains and to STEAM courses in general. We conclude with suggested changes to professional development, which may be applied more generally to creative computation and STEAM-based courses.
{"title":"STEAM-based interventions: Why student engagement is only part of the story","authors":"Michael Helms, Roxanne A. Moore, Doug Edwards, Jason Freeman","doi":"10.1109/RESPECT.2016.7836171","DOIUrl":"https://doi.org/10.1109/RESPECT.2016.7836171","url":null,"abstract":"EarSketch lowers the barriers to entry and broadens engagement in computer science through expressive and culturally relevant music composition. In EarSketch, students write computer code to remix sound samples into original music compositions, often within hours of first exposure to the application. Coupled with sound samples rooted in modern music genres, EarSketch generates deep student engagement. We observed two unexpected challenges when implementing EarSketch in high school Computer Science Principles courses. First, music that appeals to the students' generation may be difficult for teachers to appreciate (and vice versa). Second, while a majority of students engaged in music production and coding, we observed that some students fixated on artistic musical expression without engaging in substantial computational thinking. These findings may apply more broadly in computational courses situated in expressive domains and to STEAM courses in general. We conclude with suggested changes to professional development, which may be applied more generally to creative computation and STEAM-based courses.","PeriodicalId":304280,"journal":{"name":"2016 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT)","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132668756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Thomas Hahn, H. Rahman, R. Segall, Christopher Heim, Raphaela Brunson, Ankush Sharma, Maryam Aslam, A. Lara-Rodriguez, M. S. Islam, Neha Gupta, Charles S. Embry, Patrick Grossmann, Shahrukh Babar, Gregory A. Skibinski, Fusheng Tang
There have been insurmountable obstacles for sharing instructions with disabled students but now they can be easily overcome by using the free programs TeamViewer in combination with Skype, Krut Computer Recorder and Zoomtext because they allow to transmit all instructional material in accessible format in real time from the lecture computer directly to the screen of the disabled student. Moreover, they allow for efficient one on one tutoring by allowing the visually impaired student to follow with Zoomtext without limiting the visual field of the online instructor. These programs can be used to extend computer lab hours and thus give more time to disabled students to complete their lab assignments. Logging remotely into the instructor's computer allows beaming lectures directly into the screen of visually impaired students. These programs can enhance online collaborations even for non disabled people and help to better integrate disabled people into an increasingly specialized and competitive workforce
与残疾学生分享指导有不可逾越的障碍，但现在他们可以很容易地克服，通过使用免费程序TeamViewer与Skype, Krut Computer Recorder和Zoomtext相结合，因为他们允许将所有教学材料以可访问的格式实时从讲课计算机直接传输到残疾学生的屏幕上。此外，它们允许视障学生跟随Zoomtext进行有效的一对一辅导，而不会限制在线教师的视野。这些程序可以用来延长计算机实验室的时间，从而给残疾学生更多的时间来完成他们的实验作业。远程登录到教师的电脑上，可以将讲课内容直接传送到视障学生的屏幕上。这些项目甚至可以加强非残疾人的在线协作，并帮助残疾人更好地融入日益专业化和竞争性的劳动力队伍
{"title":"Remote access programs to better integrate individuals with disabilities","authors":"Thomas Hahn, H. Rahman, R. Segall, Christopher Heim, Raphaela Brunson, Ankush Sharma, Maryam Aslam, A. Lara-Rodriguez, M. S. Islam, Neha Gupta, Charles S. Embry, Patrick Grossmann, Shahrukh Babar, Gregory A. Skibinski, Fusheng Tang","doi":"10.1145/2982142.2982182","DOIUrl":"https://doi.org/10.1145/2982142.2982182","url":null,"abstract":"There have been insurmountable obstacles for sharing instructions with disabled students but now they can be easily overcome by using the free programs TeamViewer in combination with Skype, Krut Computer Recorder and Zoomtext because they allow to transmit all instructional material in accessible format in real time from the lecture computer directly to the screen of the disabled student. Moreover, they allow for efficient one on one tutoring by allowing the visually impaired student to follow with Zoomtext without limiting the visual field of the online instructor. These programs can be used to extend computer lab hours and thus give more time to disabled students to complete their lab assignments. Logging remotely into the instructor's computer allows beaming lectures directly into the screen of visually impaired students. These programs can enhance online collaborations even for non disabled people and help to better integrate disabled people into an increasingly specialized and competitive workforce","PeriodicalId":304280,"journal":{"name":"2016 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT)","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132491155","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-08-01DOI: 10.1109/RESPECT.2016.7836179
Dhaval Parmar, Sabarish V. Babu, Lorraine Lin, S. Jörg, Nikeetha D'Souza, Alison E. Leonard, S. Daily
To address the problem of underexposure, underrepresentation, and underproduction of diverse professionals in the field of computing, we target middle school education using an idea that combines computational thinking with dance and movement choreography. This lightning talk delves into a virtual reality education and entertainment application named Virtual Environment Interactions (VEnvI). Our in vivo study examines how VEnvI can be used to teach fundamental computer science concepts such as sequences, loops, variables, conditionals, functions, and parallel programming. We aim to reach younger students through a fun and intuitive interface for choreographing dance movements with a virtual character. Our study contrasts the highly immersive and embodied virtual reality metaphor of using VEnvI with a non-immersive desktop metaphor. Additionally, we examine the effects of user attachment by comparing the learning results gained with customizable virtual characters in contrast with character presets. By analyzing qualitative and quantitative user responses measuring cognition, presence, usability, and satisfaction, we hope to find how virtual reality can enhance interest in the field of computer science among middle school students.
{"title":"Can embodied interaction and virtual peer customization in a virtual programming environment enhance computational thinking?","authors":"Dhaval Parmar, Sabarish V. Babu, Lorraine Lin, S. Jörg, Nikeetha D'Souza, Alison E. Leonard, S. Daily","doi":"10.1109/RESPECT.2016.7836179","DOIUrl":"https://doi.org/10.1109/RESPECT.2016.7836179","url":null,"abstract":"To address the problem of underexposure, underrepresentation, and underproduction of diverse professionals in the field of computing, we target middle school education using an idea that combines computational thinking with dance and movement choreography. This lightning talk delves into a virtual reality education and entertainment application named Virtual Environment Interactions (VEnvI). Our in vivo study examines how VEnvI can be used to teach fundamental computer science concepts such as sequences, loops, variables, conditionals, functions, and parallel programming. We aim to reach younger students through a fun and intuitive interface for choreographing dance movements with a virtual character. Our study contrasts the highly immersive and embodied virtual reality metaphor of using VEnvI with a non-immersive desktop metaphor. Additionally, we examine the effects of user attachment by comparing the learning results gained with customizable virtual characters in contrast with character presets. By analyzing qualitative and quantitative user responses measuring cognition, presence, usability, and satisfaction, we hope to find how virtual reality can enhance interest in the field of computer science among middle school students.","PeriodicalId":304280,"journal":{"name":"2016 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT)","volume":"174 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116089509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-08-01DOI: 10.1109/RESPECT.2016.7836175
S. Jaggars, J. Fink, J. Fletcher, A. Dundar
Community colleges may represent an important component of strategies that aim to increase the quantity and diversity of computer science bachelor's degree earners. This study examines a national cohort of bachelor's recipients who began at community colleges, and finds limited evidence that these students can follow a “well-trodden pathway” in computer science. To entice more students to CS bachelor's degrees, 4-year colleges may need to work more closely with 2-year colleges to create structured pre-transfer pathways in CS.
{"title":"The community college pathway to computer science and other STEM bachelor's degrees","authors":"S. Jaggars, J. Fink, J. Fletcher, A. Dundar","doi":"10.1109/RESPECT.2016.7836175","DOIUrl":"https://doi.org/10.1109/RESPECT.2016.7836175","url":null,"abstract":"Community colleges may represent an important component of strategies that aim to increase the quantity and diversity of computer science bachelor's degree earners. This study examines a national cohort of bachelor's recipients who began at community colleges, and finds limited evidence that these students can follow a “well-trodden pathway” in computer science. To entice more students to CS bachelor's degrees, 4-year colleges may need to work more closely with 2-year colleges to create structured pre-transfer pathways in CS.","PeriodicalId":304280,"journal":{"name":"2016 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT)","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125714828","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-08-01DOI: 10.1109/RESPECT.2016.7836164
Roger D. Smith, Adrienne Decker
The lack of representation of diversity in media has been a long-standing and documented problem. Different types of media suffer from different problems with regard to representation. The games industry has been under fire for portrayals of women and underrepresented minorities for many years. Looking at the game industry as part of the larger technology and computing industry, which also has problems with lack of diversity in its workforce, we see that the problem is not just within the games, but also within the industry and community (Gamergate). The focus of this work is specifically on representation of a cross-sectional group of underrepresented minorities, Queer People of Color (QPOC) in video games. The term QPOC is derived from the term Person of Color (POC). It is used as a means of self-identification by members of the group to reject a single “master status”. To find out the impact that representation has, we surveyed QPOC about their experiences with representation in video games and solicited their opinions on how this representation, or lack thereof, has impacted them. Our survey showed that members of this group did not feel well represented, but were greatly influenced by the representations that do exist. We believe that one of the steps to solving the diversity problem in technology is to make sure that all groups feel welcome in the technology space. For games, working to make sure as many people as possible are represented is the first step in that inclusion.
媒体缺乏对多样性的代表性是一个长期存在的问题。不同类型的媒体在表现方面面临不同的问题。多年来，游戏行业一直因描绘女性和代表性不足的少数群体而受到抨击。将游戏产业视为更大的技术和计算产业的一部分，它也存在着劳动力缺乏多样性的问题，我们发现这个问题不仅存在于游戏中，也存在于产业和社区中(Gamergate)。这项工作的重点是关于电子游戏中代表性不足的少数群体的代表性，即酷儿有色人种(Queer People of Color，简称QPOC)。QPOC一词来源于“有色人”(POC)一词。它被群体成员用来作为一种自我认同的手段，以拒绝单一的“主人地位”。为了找出代表性的影响，我们调查了QPOC关于他们在电子游戏中的代表性体验，并征求他们关于这种代表性或缺乏这种代表性如何影响他们的意见。我们的调查显示，这一群体的成员觉得自己没有得到很好的代表，但却受到了确实存在的代表的极大影响。我们认为，解决技术多样性问题的步骤之一是确保所有群体在技术领域都感到受欢迎。对于游戏来说，确保尽可能多的人出现在游戏中是实现包容性的第一步。
{"title":"Understanding the impact of QPOC representation in video games","authors":"Roger D. Smith, Adrienne Decker","doi":"10.1109/RESPECT.2016.7836164","DOIUrl":"https://doi.org/10.1109/RESPECT.2016.7836164","url":null,"abstract":"The lack of representation of diversity in media has been a long-standing and documented problem. Different types of media suffer from different problems with regard to representation. The games industry has been under fire for portrayals of women and underrepresented minorities for many years. Looking at the game industry as part of the larger technology and computing industry, which also has problems with lack of diversity in its workforce, we see that the problem is not just within the games, but also within the industry and community (Gamergate). The focus of this work is specifically on representation of a cross-sectional group of underrepresented minorities, Queer People of Color (QPOC) in video games. The term QPOC is derived from the term Person of Color (POC). It is used as a means of self-identification by members of the group to reject a single “master status”. To find out the impact that representation has, we surveyed QPOC about their experiences with representation in video games and solicited their opinions on how this representation, or lack thereof, has impacted them. Our survey showed that members of this group did not feel well represented, but were greatly influenced by the representations that do exist. We believe that one of the steps to solving the diversity problem in technology is to make sure that all groups feel welcome in the technology space. For games, working to make sure as many people as possible are represented is the first step in that inclusion.","PeriodicalId":304280,"journal":{"name":"2016 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129759860","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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