After four decades of research on a broad range of topics, computing education has now emerged as a mature research community, with its own journals, conferences, and monographs. Despite this success, the computing education research community still lacks a commonly recognized core literature. A core literature can help a research community to develop a common orientation and make it easier for new researchers to enter the community. This paper proposes an approach to constructing and maintaining a core literature for computing education research. It includes a model for classifying research contributions and a methodology for determining whether they should be included in the core. The model and methodology have been applied to produce an initial list of core papers. An annotated list of these papers is given in appendix A.
There are many reasons for striving to increase the representation of women in the computing field, but the most compelling one is the enhanced quality of the solutions diverse contributors can achieve.
Many undergraduate computing departments seek to increase recruitment and retention of women in their programs. Increasing participation and graduation of women in computing requires a systemic approach that includes [1, 2]: • Recruiting strategically • Retaining with pedagogy • Retaining with curriculum • Retaining with student support • Institutional support of your initiatives • Evaluating your efforts This panel will share research-based recruitment and retention practices implemented by three U.S. universities that have led to high enrollments and high graduation rates of women in their computer science and computer engineering programs. Each institution is an Academic Alliance member of the National Center for Women & Information Technology (NCWIT), a previous client institution with the NCWIT Extension Services for Undergraduate Programs (ES-UP), and is an NCWIT Pacesetter school.
Computer Science and Computer Engineering programs across the country are increasingly concerned about the lack of women pursuing computer-related fields. To address this issue, we created a one credit seminar focused on the recruitment and retention of women in technology. The seminar targeted undergraduate women who were co-enrolled in introductory programming at a four year research institution. For approximately $500 per quarter, a staff member and an undergraduate teaching assistant ran the Women in Computer Science and Engineering (WICSE) seminar. The syllabus was shaped by the instructors' personal experiences, and research studies on gender disparity in computer science and engineering. Throughout the quarter we brought in guest speakers, visited research projects, and held discussions. Our activities concentrated on fostering a sense of community, encouraging a wider and more accurate view of computer engineering, and offering a safe environment for discussion and debate. At the end of each quarter we surveyed the students and found that they had uniformly positive reactions to the seminar. The women felt more comfortable in their programming course and became excited about the field of computing. Our paper will outline what we learned during our first three offerings of the course, and how we plan to improve upon our experience in the future. We will show how we developed creative solutions to support women in technology with minimal department resources.
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