Pub Date : 2016-08-01DOI: 10.1109/RESPECT.2016.7836168
S. Erete, Nichole Pinkard, C. K. Martin, Jim Sandherr
The decline in the number of women in computer science and engineering courses is well documented at each level of advancement, and disparities are greater when considering minority women. Decisions about participation are often made early and have been linked to factors such as prior experience, interest, and sense of fit with community. To address these issues we developed Digital Youth Divas, a program for inner-city middle school girls interested in fashion and design to develop computational fluencies through projects tied to narrative stories. The Digital Youth Divas program intentionally fosters supportive communities and perceptions of girls and women as strong and successful as they engage in STEM learning and careers. Narratives have been identified as a way to engage youth in problem solving tasks, connect to real-world situations, and motivate positive STEM-identities. In this paper, we discuss our use of narrative stories in the Digital Youth Divas program to initiate situational interest—the first phase of Hidi and Renninger's four-phase model of interest development—and we share preliminary results of participants' learning and their interpretation of and reaction to the narrative stories.
{"title":"Exploring the use of interactive narratives to engage inner-city girls in computational activities","authors":"S. Erete, Nichole Pinkard, C. K. Martin, Jim Sandherr","doi":"10.1109/RESPECT.2016.7836168","DOIUrl":"https://doi.org/10.1109/RESPECT.2016.7836168","url":null,"abstract":"The decline in the number of women in computer science and engineering courses is well documented at each level of advancement, and disparities are greater when considering minority women. Decisions about participation are often made early and have been linked to factors such as prior experience, interest, and sense of fit with community. To address these issues we developed Digital Youth Divas, a program for inner-city middle school girls interested in fashion and design to develop computational fluencies through projects tied to narrative stories. The Digital Youth Divas program intentionally fosters supportive communities and perceptions of girls and women as strong and successful as they engage in STEM learning and careers. Narratives have been identified as a way to engage youth in problem solving tasks, connect to real-world situations, and motivate positive STEM-identities. In this paper, we discuss our use of narrative stories in the Digital Youth Divas program to initiate situational interest—the first phase of Hidi and Renninger's four-phase model of interest development—and we share preliminary results of participants' learning and their interpretation of and reaction to the narrative stories.","PeriodicalId":304280,"journal":{"name":"2016 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT)","volume":"296 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":"131707687","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.2016.7836177
Vetria L. Byrd
The REU Site: Research Experience for Undergraduates in Collaborative Data Visualization Applications (VisREU) is a multi-year, interdisciplinary program that provides research experiences for undergraduates with an interest in visualization. The unique feature of the VisREU site is the paring of undergraduate students with research teams which consist of a research faculty member, graduate students (where applicable) and a visualization mentor. Research faculty provide research projects with a visualization component that allow undergraduate students an opportunity to understand the visualization process while doing quality research. Visualization mentors work with student/research mentor teams to create visualizations of research data. In 2015 the program saw an increase in the level of engagement from student participants and research mentors. For two consecutive years (2014/2015) one student from each cohort was selected to present their research results at the annual National Science Foundation (NSF) REU Symposium in Arlington, VA. This talk presents a high-level overview of highlights from the program.
{"title":"Broadening participation in visualization","authors":"Vetria L. Byrd","doi":"10.1109/RESPECT.2016.7836177","DOIUrl":"https://doi.org/10.1109/RESPECT.2016.7836177","url":null,"abstract":"The REU Site: Research Experience for Undergraduates in Collaborative Data Visualization Applications (VisREU) is a multi-year, interdisciplinary program that provides research experiences for undergraduates with an interest in visualization. The unique feature of the VisREU site is the paring of undergraduate students with research teams which consist of a research faculty member, graduate students (where applicable) and a visualization mentor. Research faculty provide research projects with a visualization component that allow undergraduate students an opportunity to understand the visualization process while doing quality research. Visualization mentors work with student/research mentor teams to create visualizations of research data. In 2015 the program saw an increase in the level of engagement from student participants and research mentors. For two consecutive years (2014/2015) one student from each cohort was selected to present their research results at the annual National Science Foundation (NSF) REU Symposium in Arlington, VA. This talk presents a high-level overview of highlights from the program.","PeriodicalId":304280,"journal":{"name":"2016 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT)","volume":"16 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":"114970142","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.2016.7836169
B. Rosenberg
A not-for-profit program in NYC teaches students with Autism Spectrum Disorder, learning and emotional challenges the tools of technology including computer science principles.
{"title":"Tech Kids Unlimited","authors":"B. Rosenberg","doi":"10.1109/RESPECT.2016.7836169","DOIUrl":"https://doi.org/10.1109/RESPECT.2016.7836169","url":null,"abstract":"A not-for-profit program in NYC teaches students with Autism Spectrum Disorder, learning and emotional challenges the tools of technology including computer science principles.","PeriodicalId":304280,"journal":{"name":"2016 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT)","volume":"86 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":"126249136","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.2016.7836172
Brianna Blaser, R. Ladner, S. Burgstahler
AccessComputing works to increase the participation of individuals with disabilities in computing fields. During over ten years of work to address this issue, project staff have facilitated a nationwide community of students with disabilities who are interested in computing. Students engage with peers, staff, and mentors and participate in career development activities that include internships and conference attendance. Key to AccessComputing's success in recruiting and supporting students with disabilities has been engaging a diverse community of stakeholders, recognizing the diversity of students with disabilities, and persistently encouraging students to participate in mentoring and career development opportunities. This articles shares information about AccessComputing activities and lessons learned that can be applied in other programs to increase the success of students with disabilities.
{"title":"Lessons learned: Engaging students with disabilities on a national scale","authors":"Brianna Blaser, R. Ladner, S. Burgstahler","doi":"10.1109/RESPECT.2016.7836172","DOIUrl":"https://doi.org/10.1109/RESPECT.2016.7836172","url":null,"abstract":"AccessComputing works to increase the participation of individuals with disabilities in computing fields. During over ten years of work to address this issue, project staff have facilitated a nationwide community of students with disabilities who are interested in computing. Students engage with peers, staff, and mentors and participate in career development activities that include internships and conference attendance. Key to AccessComputing's success in recruiting and supporting students with disabilities has been engaging a diverse community of stakeholders, recognizing the diversity of students with disabilities, and persistently encouraging students to participate in mentoring and career development opportunities. This articles shares information about AccessComputing activities and lessons learned that can be applied in other programs to increase the success of students with disabilities.","PeriodicalId":304280,"journal":{"name":"2016 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT)","volume":"80 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":"126668284","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.2016.7836162
Helen H. Hu, P. Campbell
As part of the POGIL Teaching to Increase Diversity and Equity in STEM (TIDES) project, seven instructors at five institutions adopted Process Oriented Guided Inquiry Learning (POGIL) activities for their first-year courses. These POGIL activities were designed to regularly prompt students to reflect on the relevance of the curriculum to their own lives, but instructors did not successfully incorporate students' cultures into their classes. Students were significantly more comfortable with computers after taking the course with the POGIL activities, even compared to students taking a similar course from the same instructors. However, there was no overall effect on students' attitudes towards the role of computers in their lives or their interest in taking more CS classes. Based on the instructors' implementations, the authors developed “Levels of Student Participation and Stages of Relevant Curriculum” to help all POGIL faculty assess how to make their classrooms more inclusive and make their curriculum more relevant. As instructors become more reflective about their practices and gain experience with POGIL, the authors expect that these POGIL activities and practices will improve students' attitudes towards computing and students' interest in CS careers.
{"title":"Levels of Student Participation and Stages of Relevant Curriculum","authors":"Helen H. Hu, P. Campbell","doi":"10.1109/RESPECT.2016.7836162","DOIUrl":"https://doi.org/10.1109/RESPECT.2016.7836162","url":null,"abstract":"As part of the POGIL Teaching to Increase Diversity and Equity in STEM (TIDES) project, seven instructors at five institutions adopted Process Oriented Guided Inquiry Learning (POGIL) activities for their first-year courses. These POGIL activities were designed to regularly prompt students to reflect on the relevance of the curriculum to their own lives, but instructors did not successfully incorporate students' cultures into their classes. Students were significantly more comfortable with computers after taking the course with the POGIL activities, even compared to students taking a similar course from the same instructors. However, there was no overall effect on students' attitudes towards the role of computers in their lives or their interest in taking more CS classes. Based on the instructors' implementations, the authors developed “Levels of Student Participation and Stages of Relevant Curriculum” to help all POGIL faculty assess how to make their classrooms more inclusive and make their curriculum more relevant. As instructors become more reflective about their practices and gain experience with POGIL, the authors expect that these POGIL activities and practices will improve students' attitudes towards computing and students' interest in CS careers.","PeriodicalId":304280,"journal":{"name":"2016 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT)","volume":"47 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":"130911863","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.2016.7836161
W. Dubow, Joanna Weidler-Lewis, Alexis Kaminsky
Previous research has suggested that access and exposure to computing, social supports, preparatory privilege, a sense of belonging in computing and/or a computing identity all contribute to women pursuing computing as a field of study or intended career. What we know less about is what keeps young women persisting in computing despite the obstacles they encounter. This paper describes findings from analysis of 64 in-depth interviews with young women who in high school expressed interest in computing by looking into NCWIT's Aspirations in Computing Award. The dataset includes Award winners and non-winners, some of whom have persisted in computing and some who have not. Our findings suggest that multiple, redundant supports, with community support and factors bolstering identity/belonging at their center, may make the difference in who persists and who does not.
{"title":"Multiple factors converge to influence women's persistence in computing: A qualitative analysis of persisters and nonpersisters","authors":"W. Dubow, Joanna Weidler-Lewis, Alexis Kaminsky","doi":"10.1109/RESPECT.2016.7836161","DOIUrl":"https://doi.org/10.1109/RESPECT.2016.7836161","url":null,"abstract":"Previous research has suggested that access and exposure to computing, social supports, preparatory privilege, a sense of belonging in computing and/or a computing identity all contribute to women pursuing computing as a field of study or intended career. What we know less about is what keeps young women persisting in computing despite the obstacles they encounter. This paper describes findings from analysis of 64 in-depth interviews with young women who in high school expressed interest in computing by looking into NCWIT's Aspirations in Computing Award. The dataset includes Award winners and non-winners, some of whom have persisted in computing and some who have not. Our findings suggest that multiple, redundant supports, with community support and factors bolstering identity/belonging at their center, may make the difference in who persists and who does not.","PeriodicalId":304280,"journal":{"name":"2016 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT)","volume":"167 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":"123266140","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.2016.7836167
Kathleen Timmerman, M. Raymer, John Gallgher, T. Doom
New educational pedagogies are emerging in an effort to increase the number of new engineers available to enter the workforce in the coming years. One of the re-occurring themes in these pedagogies is some form of the flipped classroom. Often the additional classroom time gained from flipping is used to reinforce learning objectives. This paper suggests that it might be more beneficial to students if some of that time is used to address common non-cognitive barriers that prevent students from succeeding in the major. This experiment was conducted on a freshman Introductory Computer Science course with students whom are less traditionally prepared. Three different pedagogies were compared: a hybrid lecture-active learning pedagogy, a fully flipped classroom pedagogy, and a fully flipped classroom with added barrier interventions pedagogy. All three groups were in SCALE-UP classrooms. While fully flipping the classroom showed a slight increase to student progression over the hybrid classroom, it was not significant. When barrier interventions were added to address motivation and interest, opportunity, psychosocial skills, cognitive skills, and academic preparedness a significant increase in student progression occurred. This suggests that students might benefit from some classroom time being spent on non-technical skills.
{"title":"Educational methods for inverted-lecture computer science classrooms to overcome common barriers to STEM student success","authors":"Kathleen Timmerman, M. Raymer, John Gallgher, T. Doom","doi":"10.1109/RESPECT.2016.7836167","DOIUrl":"https://doi.org/10.1109/RESPECT.2016.7836167","url":null,"abstract":"New educational pedagogies are emerging in an effort to increase the number of new engineers available to enter the workforce in the coming years. One of the re-occurring themes in these pedagogies is some form of the flipped classroom. Often the additional classroom time gained from flipping is used to reinforce learning objectives. This paper suggests that it might be more beneficial to students if some of that time is used to address common non-cognitive barriers that prevent students from succeeding in the major. This experiment was conducted on a freshman Introductory Computer Science course with students whom are less traditionally prepared. Three different pedagogies were compared: a hybrid lecture-active learning pedagogy, a fully flipped classroom pedagogy, and a fully flipped classroom with added barrier interventions pedagogy. All three groups were in SCALE-UP classrooms. While fully flipping the classroom showed a slight increase to student progression over the hybrid classroom, it was not significant. When barrier interventions were added to address motivation and interest, opportunity, psychosocial skills, cognitive skills, and academic preparedness a significant increase in student progression occurred. This suggests that students might benefit from some classroom time being spent on non-technical skills.","PeriodicalId":304280,"journal":{"name":"2016 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT)","volume":"54 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":"116012336","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.2016.7836184
Lily T. Ko, Janet M. Smith, M. Ong, A. Hodari
This poster draws on data from the NSF-funded Computing Beyond the Double Bind project (CBDB; NSF-CNS 1451341 and NSF-CNS 1240768), which aimed to study the factors of success and persistence of women of color in computing. The CBDB project team studied two NSF Program Alliances, conducting participant observations at alliance conferences, as well as 24 interviews with women of color computing students, faculty, and program leaders. Our study revealed the widely varied and specific ways in which the alliances, either at the conferences, or in their work at students' home institutions, helped women of color computing students persist and succeed in their studies and careers. The findings are in two categories: 1) Building requisite skills and networks, and 2) Meeting emotional needs. “Building requisite skills and networks” refers to the resources and opportunities offered via the alliances that explicitly contributed toward the students' professional growth in computing. This category includes: exposure to leadership skills and responsibilities, exposure to larger networks, receiving CS content knowledge, as well as receiving help in progressing in their career. “Meeting emotional needs” refers to the activities that fulfilled the implicit (emotional and social) interests of the women of color in computing. This category includes: allowing connection of other interests with computing interest, fostering social connections with others like them, boosting confidence, and reaffirming their belonging in field. We conclude with suggestions, based on our findings, for improving the alliances, as well as recommend actions for students, faculty, institutions and funders.
{"title":"Program alliances: Creating pathways to success for women of color computing students","authors":"Lily T. Ko, Janet M. Smith, M. Ong, A. Hodari","doi":"10.1109/RESPECT.2016.7836184","DOIUrl":"https://doi.org/10.1109/RESPECT.2016.7836184","url":null,"abstract":"This poster draws on data from the NSF-funded Computing Beyond the Double Bind project (CBDB; NSF-CNS 1451341 and NSF-CNS 1240768), which aimed to study the factors of success and persistence of women of color in computing. The CBDB project team studied two NSF Program Alliances, conducting participant observations at alliance conferences, as well as 24 interviews with women of color computing students, faculty, and program leaders. Our study revealed the widely varied and specific ways in which the alliances, either at the conferences, or in their work at students' home institutions, helped women of color computing students persist and succeed in their studies and careers. The findings are in two categories: 1) Building requisite skills and networks, and 2) Meeting emotional needs. “Building requisite skills and networks” refers to the resources and opportunities offered via the alliances that explicitly contributed toward the students' professional growth in computing. This category includes: exposure to leadership skills and responsibilities, exposure to larger networks, receiving CS content knowledge, as well as receiving help in progressing in their career. “Meeting emotional needs” refers to the activities that fulfilled the implicit (emotional and social) interests of the women of color in computing. This category includes: allowing connection of other interests with computing interest, fostering social connections with others like them, boosting confidence, and reaffirming their belonging in field. We conclude with suggestions, based on our findings, for improving the alliances, as well as recommend actions for students, faculty, institutions and funders.","PeriodicalId":304280,"journal":{"name":"2016 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT)","volume":"20 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":"131599811","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.2016.7836178
Denise C. Nacu, C. K. Martin, Nichole Pinkard, T. Hamid, Taihua Li, D. Raicu, Jonathan F. Gemmell
Many efforts to broaden participation of underreppresented youth in STEM fields involve the implementation of short-term, informal learning engagements to provide exposure to STEM activity (e.g., one-day workshops, one-week camps, summer-long programs). To attract youth who may not have an existing interest in STEM, one common approach is to situate the learning activities within other interest areas such as fashion, hip-hop, dance, or storytelling. While researchers, designers, and practitioners are exploring these strategies to entice youth to enter such programs, little is known about how youths' incoming interests and the interests areas embedded and promoted in the program activities interact. Further, there are also many questions about how adult educators who engage with youth should recognize and leverage interests as they interact with youth, design instruction, and provide encouragement and feedback. These issues are even more pertinent in such short-term programs in which adult educators (typically) have little or no familiarity with youth when they begin a program. In this poster, we describe a two-week summer program for middle school girls that involves topics such as fashion and dance to introduce and develop STEM skills. We share how we are using survey data, collected at the initiation of the program, to generate information about youths' incoming interests. A key question we investigate in this work is: How can information about girls' interests be used by mentors as a support for engaging youth in a STEM program? We describe our process for gathering interest-related data, the use of exploratory data analysis and clustering methods, and the ways in which we are working with mentors to provide summaries and visual displays related youth interest that can be used in their day-to-day practice. For efforts aimed at broadening participation of youth in STEM fields by connecting to existing interests, this work has implications for both social practice design as well as for the design of sociotechnical systems used by youth and adult educators within educational environments intended to support STEM learning.
{"title":"Helping educators leverage youth interest in STEM out-of-school programs","authors":"Denise C. Nacu, C. K. Martin, Nichole Pinkard, T. Hamid, Taihua Li, D. Raicu, Jonathan F. Gemmell","doi":"10.1109/RESPECT.2016.7836178","DOIUrl":"https://doi.org/10.1109/RESPECT.2016.7836178","url":null,"abstract":"Many efforts to broaden participation of underreppresented youth in STEM fields involve the implementation of short-term, informal learning engagements to provide exposure to STEM activity (e.g., one-day workshops, one-week camps, summer-long programs). To attract youth who may not have an existing interest in STEM, one common approach is to situate the learning activities within other interest areas such as fashion, hip-hop, dance, or storytelling. While researchers, designers, and practitioners are exploring these strategies to entice youth to enter such programs, little is known about how youths' incoming interests and the interests areas embedded and promoted in the program activities interact. Further, there are also many questions about how adult educators who engage with youth should recognize and leverage interests as they interact with youth, design instruction, and provide encouragement and feedback. These issues are even more pertinent in such short-term programs in which adult educators (typically) have little or no familiarity with youth when they begin a program. In this poster, we describe a two-week summer program for middle school girls that involves topics such as fashion and dance to introduce and develop STEM skills. We share how we are using survey data, collected at the initiation of the program, to generate information about youths' incoming interests. A key question we investigate in this work is: How can information about girls' interests be used by mentors as a support for engaging youth in a STEM program? We describe our process for gathering interest-related data, the use of exploratory data analysis and clustering methods, and the ways in which we are working with mentors to provide summaries and visual displays related youth interest that can be used in their day-to-day practice. For efforts aimed at broadening participation of youth in STEM fields by connecting to existing interests, this work has implications for both social practice design as well as for the design of sociotechnical systems used by youth and adult educators within educational environments intended to support STEM learning.","PeriodicalId":304280,"journal":{"name":"2016 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT)","volume":"52 3 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":"121809395","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.2016.7836163
J. Payton, T. Barnes, Kim Buch, A. Rorrer, Huifang Zuo, Brianna Naolu
Although issues related to the underrepresentation of women faculty and faculty of color in university computing departments have received increasing attention in recent years, these groups are still the least likely to have access to formal and informal supports associated with academic career success. In this paper, we present the results of a descriptive study of faculty who participate in a Faculty Learning Community (FLC) through their engagement in a national alliance for broadening participation in computing. Results of the study show that involvement in the FLC facilitates faculty professional development, and helps support faculty in their academic career pursuits. Results also indicate that faculty perceive the resources and national recognition gained through participation in the STARS Computing Corps as a key factor in supporting their efforts to broaden participation in computing. Results support the use of FLCs with diverse faculty across institutions, adding to the growing literature on the efficacy of learning communities in higher education to positively impact participants—both students and faculty.
{"title":"Promoting computing faculty success through interinstitutional Faculty Learning Communities","authors":"J. Payton, T. Barnes, Kim Buch, A. Rorrer, Huifang Zuo, Brianna Naolu","doi":"10.1109/RESPECT.2016.7836163","DOIUrl":"https://doi.org/10.1109/RESPECT.2016.7836163","url":null,"abstract":"Although issues related to the underrepresentation of women faculty and faculty of color in university computing departments have received increasing attention in recent years, these groups are still the least likely to have access to formal and informal supports associated with academic career success. In this paper, we present the results of a descriptive study of faculty who participate in a Faculty Learning Community (FLC) through their engagement in a national alliance for broadening participation in computing. Results of the study show that involvement in the FLC facilitates faculty professional development, and helps support faculty in their academic career pursuits. Results also indicate that faculty perceive the resources and national recognition gained through participation in the STARS Computing Corps as a key factor in supporting their efforts to broaden participation in computing. Results support the use of FLCs with diverse faculty across institutions, adding to the growing literature on the efficacy of learning communities in higher education to positively impact participants—both students and faculty.","PeriodicalId":304280,"journal":{"name":"2016 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT)","volume":"38 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":"121021565","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：