Retention in Computer Science Undergraduate Programs in the U.S.

Stephenson, Chris; Miller, Alison Derbenwick; Alvarado, Christine; Barker, Lecia; Barr, Valerie; Camp, Tracy; Frieze, Carol; Lewis, Colleen M.; Mindell, Erin; Limbird, Lee E.; Richardson, Debra L.; Sahami, Mehran; Villa, Elsa Q.; Walker, Henry M.; Zweben, Stuart H.

doi:10.1145/3406772

Cited by 48 publications

(22 citation statements)

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“…In 2016, the ACM Education Board established a committee to examine retention in four-year, postsecondary computer science (CS) education programs in the United States. The committee's final report [10] stated its goals of exploring existing datasets and data challenges, identifying factors contributing to the student attrition, and recommending potential interventions to improve retention. The report noted the "paucity of data-driven analyses and recommendations in the general literature" and concluded that "empirical data to examine retention is both limited and messy. "…”

Section: Introductionmentioning

confidence: 99%

Retention in 2017--18 higher education computing programs in the United States

et al. 2021

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T his paper builds on an earlier study of retention in U.S. computer science bachelor's programs in the 2016-17 academic year. Focusing on the 2017-18 academic year, this paper presents and analyzes comprehensive U.S. student data for the six bachelor's and three associate's computing disciplines in which ACM has produced curriculum guidelines. Disaggregating data by gender, race/ethnicity, and type of institution, the 2017-18 student retention analyses in this paper help define national benchmarks that can benefit computing educators, researchers, and academic leaders in their efforts to address diversity and inclusion issues in their institutions and provide roadmaps for further investigation.

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Section: Introductionmentioning

confidence: 99%

Retention in 2017--18 higher education computing programs in the United States

et al. 2021

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“…Como diminuir a evasão em cursos de graduação tem sido tema de pesquisa de diferentes universidades e instituições no mundo. Como pode ser observado no relatório da ACM (Association for Computing Machinery) em [Stephenson et al 2018], nas instituições americanas, questões que se destacam em relaçãoà retenção dos alunos em Computação envolvem: as dificuldades no primeiro ano do aluno em um curso superior em Computação; a primeira matéria de programação; assim como também a diferença de background e a questão da falta de diversidade entre os alunos de Computação. Outros estudos, também destacam comoé complexo para o aluno de Computação o seu primeiro ano no curso [Prickett et al 2020, Giannakos et al 2017, Vesikivi et al 2020.…”

Section: Introductionunclassified

Um Relato de Experiência do Acolhimento d@s Calour@s do Departamento de Ciência da Computação da Universidade de Brasília

Holanda

Mandelli

Ishikawa

et al. 2021

Anais Do XXIX Workshop Sobre Educação Em Computação (WEI 2021)

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O primeiro ano de um curso de graduação é um desafio para muitos calouros e calouras que ingressam na Universidade de Brasília. Esse desafio não é apenas local, mas está em diferentes universidades brasileiras e mundiais. A dificuldade no primeiro ano do curso leva, muitas vezes, o aluno a desistirem dos seus cursos. Neste contexto, este artigo apresenta o Programa de Acolhimento d@s Calour@s do Departamento de Ciência da Computação da Universidade de Brasília com o objetivo de recepcionar de uma maneira mais amigável os alunos novos no curso. O programa foi realizado em sua primeira edição no primeiro semestre de 2020, e a sua estrutura, assim como também as lições apreendidas são apresentadas neste artigo.

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“…Female Student's retention is one of the major concerns currently in higher education [4]. Many researchers found that retention rates for women in the higher education system are significantly lower than for men [5][6][7][8][9].…”

Section: Introductionmentioning

confidence: 99%

Bayesian Analysis of Retention and Graduation of Female Students of Higher Education Institution: The Case of Hawassa University (HU), Ethiopia

Gebretekle¹

2019

AJTAS

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The study was conducted on female students who were 2005, 2006, 2007, and 2008 entries in the fields of Natural Science, Agriculture, and Social Science. From 1931 female students a sample of 605 was taken using stratified random sampling, Primary and secondary data were collected using questionnaire and analyzed using the Bayesian logistic regression analysis. The results showed that the percentage of graduation among 362 females who were enrolled in 2005, 2006, and 2007 was 72.1%. Similarly the retention rate among 243 females of 2008 entry was 75.7%. From the Bayesian logistic regression analyses, significant predicators of both graduation and retention were choice of field, preparatory average result, entrance exam score and first year cumulative GPA. Moreover pregnancy, organizing studying and leisure time, habit of chewing Khat, satisfaction with instructors, parent income, habit of smoking cigarette and using drugs, and feel safe to study at night in classrooms appeared as significant predictors of retention. The graduation rate and retention rate for the students who assigned to the field they did not choose were lower than that for those assigned to the field they chose. Those with first year CGPA less than 2.0 were having lower rates of graduation and retention than those having greater than 2.0. The graduation and retention rates for the students having higher preparatory average result and higher entrance exam score were higher than that for those having lower. The students having parents' income less than 500 were less likely to retain than those having parents' income greater than 1500. The retention rate for the students who were not satisfied with their instructors was lower than those were satisfied. The students who cannot organize their study and leisure time easily were less likely to retain than those can organize. In conclusion, the factors those mainly affect female students' graduation and retention were more of academic variables; hence we recommend that assigning to the field they choose by their interest may help female students' graduation and retention. The teaching method at secondary and preparatory schools should be designed to challenge and motivate them to adequately prepare them for Higher Education Institutions. Moreover, campus and Department administrators in collaboration with the students themselves and academic staff need to work hard to bring change in behavior, academics, and social aspects of female students at the University.

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Retention in Computer Science Undergraduate Programs in the U.S.

Cited by 48 publications

References 0 publications

Retention in 2017--18 higher education computing programs in the United States

Retention in 2017--18 higher education computing programs in the United States

Um Relato de Experiência do Acolhimento d@s Calour@s do Departamento de Ciência da Computação da Universidade de Brasília

Bayesian Analysis of Retention and Graduation of Female Students of Higher Education Institution: The Case of Hawassa University (HU), Ethiopia

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