Summer learning experience for girls in grades 7–9 boosts confidence and interest in computing careers

Academic exposure to computer science, encouragement to study computer science, and connecting personal interests to computing areas influence women to pursue degrees in computer science. Guided by these recommendations, we designed and offered a summer learning experience for girls in grades 7--9 in summer 2016. The goal of the program was to improve girls\u27 perceptions of learning computer science through academic exposure in the informal setting of a girls-only summer camp. In this paper we present a study of the girls\u27 perceptions of CS learning. Four constructs were used to develop pre- and post-survey items: computing confidence, intent to persist, social supports, and computing outcomes expectations. The camp appeared to have positively influenced the girls on two of the four constructs, by improving computing confidence and positive perceptions of computing careers

For me or not for me? - that is the question : a study of mature students' decision making and higher education

The views expressed in this report are the authors ' and do not necessarily reflect those of the Department for Education an

Female computer science and engineering undergraduates: reflections on participation in the academic landscape

Women continue to be underrepresented in computer science and technology related fields despite their significant contributions. The lack of diversity in technology related fields is problematic as it can result in the perpetuation of negative stereotypes and closed-minded, unchecked biases. As technology tools become integral to our daily lives it is essential that a diverse group of people contribute to the sociocultural environments where we participate and live. This dissertation is a phenomenological, interview-based, study designed to investigate the lived experience of women in undergraduate computer science and engineering programs. The purpose of this study was to better understand the factors that might encourage or discourage the participation women in the major and in the field. In order to grow the number of women in technical fields it is important to first understand what attracts them to the field and what supports they find helpful or not helpful. This study illuminated some recommendations that might guide the work of practitioners in secondary schools as well as higher education. Among other things, participants appreciated being challenged by the content and assignments, feeling support from faculty and peers, feeling a connection to the culture, effective encouragement to persist, and engaging interactions. All of the participants described having gone into their field to make a positive impact on society and they also all described the importance having at least one supportive female mentor. Participants described the importance of having spaces where they felt included and appreciated their professors and peers who pushed back against the historical CS-world stereotypes. While the experience of each participant was unique, and there were some very negative experiences, all six participants reported having mostly positive experience in their undergraduate programs

Perspectives and experiences of gender inclusion for STEM programs through an intersectional lens

Background: STEM is becoming increasingly important in determining a country's economic and social progress. Despite decades of research and advocacy, women remain underrepresented in STEM education and professions. Such STEM gender gaps, with certain regional and subject differentiations, nevertheless remain as global issues further exacerbated by the COVID-19 pandemic. Informal educational initiatives on GIFSTEM (gender inclusion for STEM) emerged as part of the solution. In recent years, they also have attracted increasing partnership and investment interests from the public and private sectors. However, relatively little evidence exists to demonstrate how the impacts of GIFSTEM initiatives are experienced by different participants, particularly those outside the US. There are also increasing questions about the monolithic framing of gender in these programs. Research Design: This research evaluates the experiences of learners and project leaders of GIFSTEM organizations in a range of geographical settings through an intersectional lens. In this qualitative study, data is collected through 13 individual online semi-structured interviews. Participants represent two groups, those who are learners (both past and present), and those who are project organizers and leaders of different GIFSTEM organizations. Findings: Data from interviews show that learners find GIFSTEM programs helpful in three ways: community, networking-mentoring, as well as a broadened understanding of possible paths in STEM education and professions. Depending on their intersectional identities, learners also experience two barriers, heightened visibility and feelings of exclusion due to identity metrics other than gender, that make them feel uncertain about remaining in STEM. Furthermore, learner participants feel that GIFSTEM programs do little, sometimes even the opposite, in mitigating these issues. Project leader interviews demonstrate that, depending on the specific programming goals, different numerical metrics are used, in combination with qualitative data from individual participations, for impact measurements of their affiliated GIFSTEM organization. Project leaders also have to make a series of pragmatic considerations in the process of developing and implementing a sustainable GIFSTEM organization. For instance, decisions regarding target learner demographics, program contextualization, and navigating relationships with commercial partners. In the end, individual GIFSTEM organizations must make strategic and difficult decisions depending on their operational contexts to reach their respective end goals. Acronyms: GIFSTEM: gender inclusion for STEM GIFT: gender inclusion for Tech (a specific subset of GIFSTEM initiatives) CS: Computer Science EE: Electrical Engineering FAANG: An acronym describing five prominent American technology companies: Facebook(Meta), Amazon, Apple, Netflix, and Google (Hobbs, 2022)

The Faculty Notebook, September 2015

The Faculty Notebook is published periodically by the Office of the Provost at Gettysburg College to bring to the attention of the campus community accomplishments and activities of academic interest. Faculty are encouraged to submit materials for consideration for publication to the Associate Provost for Faculty Development. Copies of this publication are available at the Office of the Provost

A Mixed-Methods Approach to Explore Student Perceived Needs for Peer Mentorship in a College of Engineering

“Nobody makes it alone. Nobody has made it alone” (NOVA SHRM & Dulles SHRM, 2012, p. 5). Mentoring generally has positive outcomes, such as increasing output, staying in work or school, increasing confidence, and others (Campbell & Campbell, 2007; Crisp & Cruz, 2009; Eby et al., 2008; NASEM, 2019; Pfund et al., 2016). This dissertation study focused on student perceived needs for peer mentorship in engineering, which can fill in gaps of traditional mentorship by pairing mentors and mentees at similar levels, increasing comfort and emotional support to mentees (Allen et al., 2017; Haggard et al., 2011; Kram & Isabella, 1985; Meyers et al., 2010; NASEM, 2019). While there are peer mentorship programs in higher education, there is a lack of agreement on what is important. This is because of limited understanding (Crisp & Cruz, 2009; Gershenfeld, 2014; Jacobi, 1991). Most studies have focused on evaluating peer mentoring programs to find program issues instead of finding what students perceive as a need (Crisp & Cruz, 2009). Needs assessments are used to look at needs before building a program (Office of Migrant Education, 2001; Witkin & Altschuld, 1995). These can help in finding out and meeting student needs. Participant ideas can be vital in successfully making and running a peer mentorship program (Gershenfeld, 2014). There are few examples of studies being designed to explore student perceived needs for any type of formal mentorship program (Allen et al., 2017; Binkley & Brod, 2013; Breakey et al., 2018; Riley et al., 2014; Sawatzky & Enns, 2009; Sinclair et al., 2015; Tran et al., 2012; von der Borch et al., 2011). In undergraduate engineering education, only one work shows an assessment tool being used to explore the peer mentoring needs of engineering students (Jones & Waggenspack, 2017). The study by Jones & Waggenspack (2017) was limited because the needs assessment asked students to reflect on their needs while evaluating the existing program instead of before the program was designed. The lack of assessments of needs before the design of mentoring programs is concerning since institutions are investing money to keep students without ample evidence to support the need and success of those programs. Also, without understanding student ideas about formal peer mentoring programs, universities may cater to some students but not all. This dissertation aimed to find undergraduate engineering students’ common perceived needs for peer mentoring. This was in connection with training and matching/initiating considerations, which are important to the formation of a mentoring program. For this work, student perceived needs were considered an essence of the student experience in a higher education environment. As such, this dissertation focused on developing and validating a survey instrument. The instrument allows for collection and analysis of qualitative and quantitative data to better understand this essence. One unique element of this survey was that the procedures were conducted during COVID-19, which gave an opportunity to consider student perceived needs of both in-person and virtual mentoring relationships. The results serve to inform the process of developing and implementing appropriate training and matching/initiating standards of practice for peer mentorship programs within a College of Engineering