Paek, Seungoh; Leong, Peter; Johnson, Philip M.; Moore, Carleton
Beyond course work: expanding what’s valued in computer science degree programs Artikel
In: Journal of Applied Research in Higher Education, Bd. 13, Nr. 3, S. 741–758, 2020, ISSN: 2050-7003.
Abstract | Links | BibTeX | Schlagwörter: Career goals, Computer science education, Curriculum, Diversity, higher education, O, Retention
@article{nokey,
title = {Beyond course work: expanding what’s valued in computer science degree programs},
author = {Seungoh Paek and Peter Leong and Philip M. Johnson and Carleton Moore},
url = {https://doi.org/10.1108/JARHE-12-2019-0317},
doi = {10.1108/JARHE-12-2019-0317},
issn = {2050-7003},
year = {2020},
date = {2020-09-04},
journal = {Journal of Applied Research in Higher Education},
volume = {13},
number = {3},
pages = {741–758},
publisher = {Emerald Publishing Limited},
abstract = {As the field of Computer Science (CS) continues to diversify and expand, the need for undergraduates to explore career possibilities and develop personalized study paths has never been greater. This reality presents a challenge for CS departments. How do the students striving to become competent professionals in an ever-changing field of study? How do they do this efficiently and effectively? This study addresses such questions by introducing RadGrad, an online application combining features of social networks, degree planners and serious games.},
keywords = {Career goals, Computer science education, Curriculum, Diversity, higher education, O, Retention},
pubstate = {published},
tppubtype = {article}
}
As the field of Computer Science (CS) continues to diversify and expand, the need for undergraduates to explore career possibilities and develop personalized study paths has never been greater. This reality presents a challenge for CS departments. How do the students striving to become competent professionals in an ever-changing field of study? How do they do this efficiently and effectively? This study addresses such questions by introducing RadGrad, an online application combining features of social networks, degree planners and serious games.
FriezeEmail, Carol; Quesenberry, Jeria L.; Kemp, Elizabeth; Velázquez, Anthony
In: Journal of Science Education and Technology, Bd. 21, Nr. 4, S. 423–439, 2011, ISSN: 1573-1839.
Abstract | Links | BibTeX | Schlagwörter: A, Computer science education, Culture, Diversity, Environment, Gender, Recruitment, Retention, Women, Women-CS fit
@article{Frieze2012,
title = {Diversity or Difference? New Research Supports the Case for a Cultural Perspective on Women in Computing},
author = {Carol FriezeEmail and Jeria L. Quesenberry and Elizabeth Kemp and Anthony Velázquez},
url = {https://doi.org/10.1007/s10956-011-9335-y
https://twitter.com/lauralindal/status/1098942462012338177 },
doi = {10.1007/s10956-011-9335-y},
issn = {1573-1839},
year = {2011},
date = {2011-09-08},
urldate = {2019-03-20},
journal = {Journal of Science Education and Technology},
volume = {21},
number = {4},
pages = {423–439},
publisher = {SpringerLink},
abstract = {Gender difference approaches to the participation of women in computing have not provided adequate explanations for women’s declining interest in computer science (CS) and related technical fields. Indeed, the search for gender differences can work against diversity which we define as a cross-gender spectrum of characteristics, interests, abilities, experiences, beliefs and identities. Our ongoing case studies at Carnegie Mellon University (CMU) provide evidence to show that a focus on culture offers the most insightful and effective approach for investigating women’s participation in CS. In this paper, we illustrate this approach and show the significance of cultural factors by describing a new case study which examines the attitudes of CS majors at CMU. Our analysis found that most men and women felt comfortable in the school, believed they could be successful in the CS environment at CMU, and thought they fit in socially and academically. In brief, we did not see any evidence of a strong gender divide in student attitudes towards fitting in or feeling like they could be successful; indeed we found that the Women-CS fit remained strong from prior years. Hence, our research demonstrates that women, alongside their male peers, can fit successfully into a CS environment and help shape that environment and computing culture, for the benefit of everyone, without accommodating presumed gender differences or any compromises to academic integrity.},
keywords = {A, Computer science education, Culture, Diversity, Environment, Gender, Recruitment, Retention, Women, Women-CS fit},
pubstate = {published},
tppubtype = {article}
}
Gender difference approaches to the participation of women in computing have not provided adequate explanations for women’s declining interest in computer science (CS) and related technical fields. Indeed, the search for gender differences can work against diversity which we define as a cross-gender spectrum of characteristics, interests, abilities, experiences, beliefs and identities. Our ongoing case studies at Carnegie Mellon University (CMU) provide evidence to show that a focus on culture offers the most insightful and effective approach for investigating women’s participation in CS. In this paper, we illustrate this approach and show the significance of cultural factors by describing a new case study which examines the attitudes of CS majors at CMU. Our analysis found that most men and women felt comfortable in the school, believed they could be successful in the CS environment at CMU, and thought they fit in socially and academically. In brief, we did not see any evidence of a strong gender divide in student attitudes towards fitting in or feeling like they could be successful; indeed we found that the Women-CS fit remained strong from prior years. Hence, our research demonstrates that women, alongside their male peers, can fit successfully into a CS environment and help shape that environment and computing culture, for the benefit of everyone, without accommodating presumed gender differences or any compromises to academic integrity.