Using peer-led team learning to increase participation and success of under-represented groups in introductory computer science

Horwitz, Susan; Rodger, Susan H.; Biggers, Maureen; Binkley, David; Frantz, C. Kolin; Gundermann, Dawn; Hambrusch, Susanne E.; Huss–Lederman, Steven; Munson, Ethan V.; Ryder, Barbara G.; Sweat, Monica

doi:10.1145/1508865.1508925

Cited by 39 publications

(27 citation statements)

References 4 publications

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“…al. [4] show PLTL to be highly effective in engaging women, minority, and traditionally under-represented students in introductory computer science courses.…”

Section: Related Workmentioning

confidence: 91%

Winds of change

Nordstrom

Randrianasolo

Borera

et al. 2013

Proceedings of the 14th Annual ACM SIGITE Conference on Information Technology Education

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Computer science programs at small, liberal arts universities often have difficulty with effectively managing change, and attracting and retaining top students and faculty. They also sometimes struggle to provide a relevant and appealing curriculum while maintaining an appropriate level of academic rigor. This paper presents a restructuring of our department and computer science degree program, identifies several key areas of our curriculum which needed attention, outlines our improvement areas, and proposes a self-assessment strategy for gauging the effectiveness of the program changes over time.

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“…al. [4] show PLTL to be highly effective in engaging women, minority, and traditionally under-represented students in introductory computer science courses.…”

Section: Related Workmentioning

confidence: 91%

Winds of change

Nordstrom

Randrianasolo

Borera

et al. 2013

Proceedings of the 14th Annual ACM SIGITE Conference on Information Technology Education

View full text Add to dashboard Cite

show abstract

“…Instructional methods that have shown to be effective in recruiting women into and retaining women in CS programs include techniques that can be incorporated into introductory-level CS courses, such as presenting CS in meaningful real-world contexts [3], using activities that promote creativity [16], broadening the scope of introductory CS instruction beyond programming alone [1], and using group learning [8].…”

Section: Recruitment/retention and Collaborative Learing 21 Recruitingmentioning

confidence: 99%

“…While there are differences between peer-led team learning and formal learning groups, such as the presence of one designated / trained team leader, and the fact that the sessions are optional rather than required for coursework, successful aspects of peer-led team learning may also benefit formal learning groups. Studies at eight universities of differing sizes and status (e.g., private vs. public), used peer-led team learning in CS courses over a period of about five years and evaluated its efficacy in retaining students in their CS programs [8]. Results of their evaluation were promising in that students had positive responses to the peer-led team learning experience, there was a significant improvement in retention of students in the course (i.e., completing the course; not necessarily retention in the CS major), and female students' grades in the course were significantly better if they were involved in peer-led team learning.…”

Section: Collaborative Learning As a Recruiting And Retention Toolmentioning

confidence: 99%

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Exploring formal learning groups and their impact on recruitment of women in undergraduate CS

Krause

Polycarpou

Hellman

2012

Proceedings of the 43rd ACM Technical Symposium on Computer Science Education

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As percentages of women in computing jobs and university programs decline, recruiting and retaining women in the field of Computer Science (CS) becomes increasingly important. Undergraduate CS programs, and more specifically, introductorylevel CS courses, offer an opportunity to introduce women to CS studies. Furthermore, learning experiences in introductory CS courses can be pivotal in shaping female students' perceptions of CS. Collaborative learning, in various forms, is an instructional construct that has been shown to be effective in recruiting and retaining women in undergraduate CS programs. In this paper we present an exploratory study on formal learning groups and their potential to attract and maintain female students' interest in CS studies.

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“…In the classroom, collaborative learning practices, such as pair programming and peer-led team learning, emphasize the social aspects of computing and facilitate peer support among students. 37,38 Use of curricula that include examples and assignments aligned with students' interests, that present computing in the context of solving important real world problems, and that show computing's applications across many fields, also help broaden the discipline's appeal. [39][40][41] Advisors and instructors should emphasize computer science's connections to fields such as biology, medicine, business, education, and social sciences, and inform students about college programs that facilitate combining computer science with other interests, including majors such as Informatics, alternative degree paths such as bachelor of arts degrees in computer science, and tracks within computer science majors that focus on specific areas of interest.…”

Section: Recommendationsmentioning

confidence: 99%

Career Priorities and the Challenge of Recruiting Women to Computing

Achenbach¹,

Cintron²,

Cohoon³

et al.

2015 ASEE Annual Conference and Exposition Proceedings

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Philip Sadler holds a B.S. in Physics from MIT and an Ed.D. from Harvard. He co-authored the first integrated computer and laboratory introductory calculus course in 1975. He has taught middle school mathematics, engineering, and science and both undergraduate science and graduate teaching courses at Harvard. His research interests include assessment of students' misconceptions and how they change with instruction, K-12 curriculum development, the transition to college of students who wish to purse STEM careers, pre-college engineering, and the professional development of teachers. Dr. Sadler has won the Journal of Research in Science Teaching Award, the American Institute of Physics Computers in Physics Prize, the American Astronomical Society Education Prize, and the American Association of Physics Teachers' Millikan Medal. He holds five patents and begun three companies. Materials and curricula developed by Dr. Sadler are used by an estimated fifteen million students every year. Dr. Gerhard Sonnert, Harvard UniversityGerhard Sonnert is a Research Associate at the Harvard-Smithsonian Center for Astrophysics and an Associate of the Harvard Physics Department. He received master's and doctorate degrees in sociology from the University of Erlangen, Germany, and a Master's in Public Administration from Harvard University. One of his major research interests has been the impact of gender on science careers. This research has resulted in two books (both authored with the assistance of Gerald Holton): Who Succeeds in Science? The Gender Dimension and Gender Differences in Science Careers: The Project Access Study. Misconceptions, lack of awareness, and lack of accurate information about computing occupations may lead women to reject or fail to even consider a career in computing. We document the compatibility between computing occupations and the shared and gendered career priorities of undergraduate college students. To assess students' career priorities, we analyze data from the Persistence Research in Science and Engineering (PRiSE) project, which surveyed 7505 undergraduates across the United States. Then, we use occupational data from the United States Bureau of Labor Statistics to demonstrate that computing occupations offer many of the features that women identify as being important to their future career satisfaction. This type of information is needed to inform the teachers, counselors, and parents who advise young women, and to enable young women themselves to make informed choices about whether to pursue a career in computing. Finally, we discuss actions that educators and others can take to build women's confidence in their ability to succeed in computing, and to counteract the stereotypes of computing that are most likely to deter women from considering a computing career.

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Using peer-led team learning to increase participation and success of under-represented groups in introductory computer science

Cited by 39 publications

References 4 publications

Winds of change

Winds of change

Exploring formal learning groups and their impact on recruitment of women in undergraduate CS

Career Priorities and the Challenge of Recruiting Women to Computing

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