2016 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT)最新文献

{"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}

{"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}

{"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}

{"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}

{"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}