Enhancing participation and education in CS through guided research projects in underserved communities

Abstract

While the needs and applications for computing technology have been growing, the enrollment and interest in Computer Science (CS) at the university level has not been growing in proportion. Moreover, the increasing prevalence of globalization requires a new set of skills for future technology leaders. These skills include the ability to work well in multidisciplinary and globally distributed teams, cross cultural boundaries with ease, create innovative solutions for problems that arise in unfamiliar settings, and think outside the box to solve a variety of problems while building effectively upon related work in the literature. These changes are also reflected in the growing interest among youth in global issues and how we can make a difference in underserved communities. This paper reports on our experience in designing and deploying an innovative internship that addresses these issues and seeks to enhance participation and education in CS through guided research projects in underserved communities.

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“…For instance, Cooper et al [5] observed that the enrollment and interest in Computer Science (CS) at the university level has not increased in proportion to the rise in demand for computing technologies, which has been very rapid in recent decades. They identified key success factors, such as the value of strong partnerships, clear establishment of roles, accomplishment of needs assessment, field-testing, and effective team communication.…”

Preparing Engineers for a Global Future through Guided Opportunities to Innovate for Underserved Communities

“…Partners must have a good understanding of local needs, recognizedleadership in the community, and the capacityto sustain projects locally. Furthermore, partners are instrumental in coordinating key logistics, such as assisting with travel visas and research permits, providing housing and support for team members who travel to project locations, and liaising with any local officials involved with the projects (Cooper et al, 2011). Moreover, partners contribute significantly to technology solutions developed through our projects.…”

“…This process often involves individual as well as group interviews and conversations, and can be done iteratively over a period of time. Depending on the location of participants, needs assessment can be done remotely or in person.While thisassessment can be done remotely, on-the-ground data collection is an important factor for success, as it often reveals issues that failed to manifest in preparatory research or communications prior to arrival on-site (Cooper et al, 2011). Needs assessment also provides researchers with experience in learning valuable soft skills such as initiating, fostering and maintaining a direct line of communication with the various communities based on honesty, mutual respect, and trust.…”

“…Apart from course offerings, we also offer a paid internship program called iSTEP (innovative Student Technology ExPerience), which provides students with the opportunity to conduct technology research projects in developing communities (Cooper et al, 2011). Through iSTEP, students gain real-world experience in applying their knowledge and skills for creative problem-solving in unfamiliar settings.…”