Girl-Friendly Computer Science Classroom: Czechitas Experience Report

Bühnová, Barbora; Happe, Jens

doi:10.1007/978-3-030-59155-7_10

Cited by 13 publications

(16 citation statements)

References 26 publications

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“…The level of programming experience was determined using a mandatory assessment as part of the entry procedures. Other authors support the idea to split a class [49,23] or a practical lab [21] by experience as part of their overall efforts to improve participation and retention among women.…”

Section: Pedagogymentioning

confidence: 99%

“…The third source covers governmental/institutional guidance -e.g., reports by international organisations and recommended strategies. Depending on their focus, authors dealt with the improvement of existing practices at a policy level [12,15]; teaching level [21,22,23]; support level by role models/mentors [7,24]; or used outreach strategies to attract students into the field [25,26].…”

Section: Approachmentioning

confidence: 99%

“…Delivery Techniques [54], [21], [55], [56], [57], [49], [13], [58], [59], [47], [58] [56], [23], [38], [60] [35], [44], [51], [47], [58], [59], [61] [21], [62], [57], [22], [25], [63], [40], [25], [59] TAs [13], [58], [21] [58]…”

Section: Pedagogymentioning

confidence: 99%

“…In some cases it was helpful to female students to be provided with e-learning courses repeating the material from the education plan [56] or provide all the study material upfront and a video recording after the class [23]. Active learning strategies are commonly mentioned as beneficial for female students alongside the flipped classroom teaching model.…”

Section: Pedagogymentioning

confidence: 99%

“…Active learning strategies are commonly mentioned as beneficial for female students alongside the flipped classroom teaching model. Specific techniques that had impact include pair programming [21,22,59,61], live coding [21,55], practice-based learning [38], particularly in a game environment [60], and peer instruction [21,23,54]. Approaches such as project based work [35,25] and encouraging a culture of discussion [35] have also shown impact.…”

Section: Pedagogymentioning

confidence: 99%

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Addressing the "Leaky Pipeline": A Review and Categorisation of Actions to Recruit and Retain Women in Computing Education

Berry,

McKeever,

Murphy

et al. 2022

Preprint

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Gender imbalance in computing education is a well-known issue around the world. For example, in the UK and Ireland, less than 20% of the student population in computer science, ICT and related disciplines are women. Similar figures are seen in the labour force in the field across the EU. The term "leaky pipeline" is often used to describe the lack of retention of women before they progress to senior roles. Numerous initiatives have targeted the problem of the leaky pipeline in recent decades.This paper provides a comprehensive review of initiatives related to techniques used to boost recruitment and improve retention among women in undergraduate computer science and computing courses in higher educational institutions. The review covers 350 publications from both academic sources and grey literature sources including governmental guidance, white papers and non-academic reports. It also includes sources in languages other than English.The primary aim was to identify interventions or initiatives (which we have called "actions") that have shown some effectiveness. A secondary objective was to structure our findings as a categorisation, in order to enable future action discussion, comparison and planning.A particular challenge faced in a significant portion of the work reviewed was the lack of evaluation: i.e. the assessment of the direct relationship between the initiatives undertaken and the outcomes on retention or recruitment. There are only a limited number of studies that include a control group and these tend to focus on one particular intervention or action. In addition often the work presents a number of actions that were implemented and it is difficult to determine which action produced most impact. Considering these challenges, actions were identified that had some level of evaluation with positive impact, including where the evaluation was by measuring feedback.The actions were categorised into four groups: Policy, Pedagogy, Influence & Support and Promotion & Engagement. Policy actions require support and potentially structural change and resources at organisation level. This can be at a department or school level within a higher level institution, and not necessarily just at the higher institution level. Pedagogy related actions are initiatives that are related to the teaching of computer science and technology in terms of curriculum, module delivery and assessment practice. The Influence and Support category includes actions associated with ways to influence women to choose computing at third level and once enrolled to support and encourage them to stay in the field. Finally, Promotion and Engagement actions are initiatives to promote computer science and technology based courses and involve engagement and outreach with external stakeholders such as industry, communities and schools.We present our categorisation, identifying the literature related to actions under each category and subcategory. We discuss the challenges with evaluating the direct impact of actions and outline how this work leads toward...

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Section: Pedagogymentioning

confidence: 99%

Section: Approachmentioning

confidence: 99%

Section: Pedagogymentioning

confidence: 99%

Section: Pedagogymentioning

confidence: 99%

Section: Pedagogymentioning

confidence: 99%

See 3 more Smart Citations

Addressing the "Leaky Pipeline": A Review and Categorisation of Actions to Recruit and Retain Women in Computing Education

Berry,

McKeever,

Murphy

et al. 2022

Preprint

View full text Add to dashboard Cite

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Learning Analytics and Classroom Management in Specialized Environments: Enhancing the VR Classroom for CS Teacher Education

Heinemann,

Schroeder

2023

Communications in Computer and Information Science

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Effective measures to foster girls’ interest in secondary computer science education

et al. 2020

Self Cite

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The interest of girls in computing drops early during primary and secondary education, with minimal recovery in later education stages. In combination with the growing shortage of qualified computer science personnel, this is becoming a major issue, and also a target of numerous studies that examine measures, interventions, and strategies to boost girls’ commitment to computing. Yet, the results of existing studies are difficult to navigate, and hence are being very rarely employed in classrooms. In this paper, we summarize the existing body of knowledge on the effective interventions to recruit and retain girls in computer science education, intending to equip educators with a comprehensive and easy-to-navigate map of interventions recommended in the existing literature. To this end, we perform an aggregated umbrella literature review of 11 existing reviews on the topic, together accumulating joined knowledge from over 800 publications, and formulate the findings in a map of 22 concrete interventions structured in six groups according to their phase and purpose.

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Girl-Friendly Computer Science Classroom: Czechitas Experience Report

Cited by 13 publications

References 26 publications

Addressing the "Leaky Pipeline": A Review and Categorisation of Actions to Recruit and Retain Women in Computing Education

Addressing the "Leaky Pipeline": A Review and Categorisation of Actions to Recruit and Retain Women in Computing Education

Learning Analytics and Classroom Management in Specialized Environments: Enhancing the VR Classroom for CS Teacher Education

Effective measures to foster girls’ interest in secondary computer science education

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