The 12th Annual Graduate Research Symposium 2021 Poster TU Dublin: How to Recruit and Retain Women in Computer Science

While in recent decades a number of efforts have been coordinated to address the issue of gender imbalance in STEM (science, technology, engineering and mathematics) disciplines, the problem still persists. Many authors speak of the ‘leaky’ pipeline metaphor that describes the loss of women in STEM areas before reaching senior roles. Research shows that women who leave are unlikely to return. The issue is particularly severe in the area of computer science, where women represent less than 20% of the labour force across the EU. This poster introduces a summary of findings from the literature on how to effectively recruit and retain women in computer science education. The focus was to identify initiatives with demonstrated impact that targeted mainly female undergraduate computing, computer science and technology students. This work considers the initiatives and interventions reported by the academic community, but also includes success stories from the non-academic sources around the globe, such as international equality awards submissions and online reports from universities, non-profit organisations and personal practices. Sources in languages other than English have also been considered. Practical initiatives that showed impact (which we call ‘Actions’) were identified and categorised into four groups comprising Policy, Pedagogy, Promotion and Influence. Each category is arranged into sub-groups and examples of actions that showed impact are provided for each of these groups. This research aims to help the wider community to get one step closer towards gender balance in computer science

Starting from scratch: experimenting with computer science in Flemish secondary education

In the Flemish secondary education curriculum, as in many countries and regions, computer science currently only gets an extremely limited coverage. Recently, in Flanders (and elsewhere), it has been proposed to change this, and try-outs are undertaken, both in and outside of schools. In this paper, we discuss some of those efforts, and in particular take a closer look at the preliminary results of one experiment involving different approaches to programming in grade 8. These experiments indicate that many students from secondary schools would welcome a more extensive treatment of computer science. Planning and implementing such a treatment, however, raises a number of issues, from which in this paper, we formulate a handful as calls for action for the computer science education research community

Using theory to inform capacity-building: Bootstrapping communities of practice in computer science education research

In this paper, we describe our efforts in the deliberate creation of a community of practice of researchers in computer science education (CSEd). We understand community of practice in the sense in which Wenger describes it, whereby the community is characterized by mutual engagement in a joint enterprise that gives rise to a shared repertoire of knowledge, artefacts, and practices. We first identify CSEd as a research field in which no shared paradigm exists, and then we describe the Bootstrapping project, its metaphor, structure, rationale, and delivery, as designed to create a community of practice of CSEd researchers. Features of other projects are also outlined that have similar aims of capacity building in disciplinary-specific pedagogic enquiry. A theoretically derived framework for evaluating the success of endeavours of this type is then presented, and we report the results from an empirical study. We conclude with four open questions for our project and others like it: Where is the locus of a community of practice? Who are the core members? Do capacity-building models transfer to other disciplines? Can our theoretically motivated measures of success apply to other projects of the same nature

Applications and Uses of Dental Ontologies

The development of a number of large-scale semantically-rich ontologies for biomedicine attests to the interest of life science researchers and clinicians in Semantic Web technologies. To date, however, the dental profession has lagged behind other areas of biomedicine in developing a commonly accepted, standardized ontology to support the representation of dental knowledge and information. This paper attempts to identify some of the potential uses of dental ontologies as part of an effort to motivate the development of ontologies for the dental domain. The identified uses of dental ontologies include support for advanced data analysis and knowledge discovery capabilities, the implementation of novel education and training technologies, the development of information exchange and interoperability solutions, the better integration of scientific and clinical evidence into clinical decision-making, and the development of better clinical decision support systems. Some of the social issues raised by these uses include the ethics of using patient data without consent, the role played by ontologies in enforcing compliance with regulatory criteria and legislative constraints, and the extent to which the advent of the Semantic Web introduces new training requirements for dental students. Some of the technological issues relate to the need to extract information from a variety of resources (for example, natural language texts), the need to automatically annotate information resources with ontology elements, and the need to establish mappings between a variety of existing dental terminologies

Review on learning orientations

The need has arises towards the consideration of individual difference to let learners engage in and responsible for their own learning, retain information longer, apply the knowledge more effectively, have positive attitudes towards the subject, have more interest in learning materials, score higher and have high intrinsic motivation level. As regard to the importance of individual differences, Martinez (2000) has grounded a new theory, which is Intentional Learning Theory that covered individual aspects of cognitive, intention, social and emotion. This theory hypothesizes that the fundamental of understanding how individual learns, interact with an environment, performs, engages in learning, experiences learning, and assimilate and accommodate the new knowledge is by understanding individual’s fundamental emotions and intentions about how to use learning, why it is important, when the suitable time, and how it can accomplish personal goals and change. The intent of this theory is to focus on emotions and intentions of an individual regarding why, when and how learning goals are organized, processed, and achieved. In conclusion, Learning Orientations introduced by this theory describes the disposition of an individual in approaching, managing and achieving their learning intentionally and differently from others