Pub Date : 2016-08-01DOI: 10.1109/RESPECT.2016.7836174
Ugochi Acholonu, Jessa Dickinson, Dominic A. Amato, Nichole Pinkard
In this paper, we describe our process for designing the DePaul Hour of Code event, a free, annual event hosted at DePaul University. The four-day event was designed to 1) engage underrepresented youth in computing activities, 2) identify unseen barriers to participation, and 3) explore ways to reduce structural barriers to participation. We share our design process, lessons learned, and recommendations for designing accessible informal computing events for youth.
{"title":"Lessons learned from hosting an Hour of Code event","authors":"Ugochi Acholonu, Jessa Dickinson, Dominic A. Amato, Nichole Pinkard","doi":"10.1109/RESPECT.2016.7836174","DOIUrl":"https://doi.org/10.1109/RESPECT.2016.7836174","url":null,"abstract":"In this paper, we describe our process for designing the DePaul Hour of Code event, a free, annual event hosted at DePaul University. The four-day event was designed to 1) engage underrepresented youth in computing activities, 2) identify unseen barriers to participation, and 3) explore ways to reduce structural barriers to participation. We share our design process, lessons learned, and recommendations for designing accessible informal computing events for youth.","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":"133484781","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.2016.7836182
Ashish Aggarwal, Christina Gardner-Mccune
Computational thinking is central to recent approaches aimed at engaging K-12 students in computer science. Many strategies and metrics have been proposed to foster and measure such skills. The poster presents an empirical study which measures the understanding, recognition and rule construction ability of rising 3rd to 5th grade students from underrepresented communities. This poster also focuses on strategies for engaging students and reflects the importance of a coherent computer science curriculum which includes collaboration and individual activities supported by a graphical tool like Microsoft's Kodu Game Lab.
{"title":"Measuring understanding, recognition and construction of computational rules in elementary school using Microsoft's Kodu Game Lab","authors":"Ashish Aggarwal, Christina Gardner-Mccune","doi":"10.1109/RESPECT.2016.7836182","DOIUrl":"https://doi.org/10.1109/RESPECT.2016.7836182","url":null,"abstract":"Computational thinking is central to recent approaches aimed at engaging K-12 students in computer science. Many strategies and metrics have been proposed to foster and measure such skills. The poster presents an empirical study which measures the understanding, recognition and rule construction ability of rising 3rd to 5th grade students from underrepresented communities. This poster also focuses on strategies for engaging students and reflects the importance of a coherent computer science curriculum which includes collaboration and individual activities supported by a graphical tool like Microsoft's Kodu Game Lab.","PeriodicalId":304280,"journal":{"name":"2016 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT)","volume":"52 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":"132577894","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}
Pub Date : 2016-08-01DOI: 10.1109/RESPECT.2016.7836170
S. Dekhane, Nannette P. Napier, Kristine S. Nagel
Underrepresented students in computing can face critical challenges to retention including lack of prior exposure to programming and feelings of isolation due to a non-diverse classroom. Consequently, students may delay enrolling in programming courses, which interrupts progress towards their degree and decreases confidence in their ability to succeed in college and computing careers. One strategy to overcome the perceived and actual difficulties undergraduate students encounter in an introductory programming course is to participate in a summer Programming Boot Camp (PBC). PBC is a short-term, intense event focused on improving Java programming skills, providing career and professional development, and building a stronger network with faculty, peers, and industry experts. In this paper, we describe the structure and format of a weeklong PBC held at Georgia Gwinnett College (GGC) for female computing undergraduates. We report on the impacts of the program in terms of increasing confidence, improving programming skills, and encouraging student engagement.
{"title":"Programming Boot Camp to retain women in IT: An experience report","authors":"S. Dekhane, Nannette P. Napier, Kristine S. Nagel","doi":"10.1109/RESPECT.2016.7836170","DOIUrl":"https://doi.org/10.1109/RESPECT.2016.7836170","url":null,"abstract":"Underrepresented students in computing can face critical challenges to retention including lack of prior exposure to programming and feelings of isolation due to a non-diverse classroom. Consequently, students may delay enrolling in programming courses, which interrupts progress towards their degree and decreases confidence in their ability to succeed in college and computing careers. One strategy to overcome the perceived and actual difficulties undergraduate students encounter in an introductory programming course is to participate in a summer Programming Boot Camp (PBC). PBC is a short-term, intense event focused on improving Java programming skills, providing career and professional development, and building a stronger network with faculty, peers, and industry experts. In this paper, we describe the structure and format of a weeklong PBC held at Georgia Gwinnett College (GGC) for female computing undergraduates. We report on the impacts of the program in terms of increasing confidence, improving programming skills, and encouraging student engagement.","PeriodicalId":304280,"journal":{"name":"2016 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT)","volume":"118 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":"122747236","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.2016.7836180
E. Patitsas, Michelle Craig, S. Easterbrook
Enrolments in North American undergraduate computer science have been booming in recent years, and many CS departments have been struggling to meet student demand. We surveyed 78 CS professors, instructors, staff, and administrators to see how the enrolment boom has been affecting their practice; and to see how departments are responding in terms of policy. We asked participants to tell us what factors were being considered in their department's policymaking using a page of open-ended questions. Only one participant of 78 noted diversity as a concern. We then gave them a list of factors we thought could affect their department's policymaking, including diversity. After this prompt, more participants reported diversity was important (n=5). We found that policymakers are favouring solutions which are intuitive to them, rather than looking for examples from the literature, similar institutions, or the history of their own institution. Problematically, many of these favoured approaches have historically been linked to having a negative impact on demographic diversity in CS programmes. This could exacerbate the low participation of underrepresented groups in computer science, and undermine efforts to improve diversity.
{"title":"How CS departments are managing the enrolment boom: Troubling implications for diversity","authors":"E. Patitsas, Michelle Craig, S. Easterbrook","doi":"10.1109/RESPECT.2016.7836180","DOIUrl":"https://doi.org/10.1109/RESPECT.2016.7836180","url":null,"abstract":"Enrolments in North American undergraduate computer science have been booming in recent years, and many CS departments have been struggling to meet student demand. We surveyed 78 CS professors, instructors, staff, and administrators to see how the enrolment boom has been affecting their practice; and to see how departments are responding in terms of policy. We asked participants to tell us what factors were being considered in their department's policymaking using a page of open-ended questions. Only one participant of 78 noted diversity as a concern. We then gave them a list of factors we thought could affect their department's policymaking, including diversity. After this prompt, more participants reported diversity was important (n=5). We found that policymakers are favouring solutions which are intuitive to them, rather than looking for examples from the literature, similar institutions, or the history of their own institution. Problematically, many of these favoured approaches have historically been linked to having a negative impact on demographic diversity in CS programmes. This could exacerbate the low participation of underrepresented groups in computer science, and undermine efforts to improve diversity.","PeriodicalId":304280,"journal":{"name":"2016 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT)","volume":"os-26 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":"127693412","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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