Internal Funding Newsletter, Academic Year 2021-2022

The University of Nebraska at Omaha is committed to exceptional education, groundbreaking research, and the life-long success of our students and alumni. The 2021- 2022 Academic Year brought many exciting opportunities for us to invest in a multitude of funding programs that promote research and creative activity. This year’s programs provided over $600,000 for student and faculty projects that reflect the broad range of scholarly interests of the UNO community, including evaluating marmoset stress responses to music, examining factors that influence undergraduate women to leave (or remain in) computer science majors, the human experience of dementia, aging, and caregiving, and experiential research in female blacksmithing

Learning practices and teaching methods as factors in gender inequity in undergraduate computer science programs.

The primary purpose of this study is to detect student difficulties in adapting to the undergraduate computer science program. The research was conducted in the Department of Computer Science at a medium sized urban university in Ontario. Subjects were 16 students (ten males and six females) from the first to the third year of study and two professors. For this research mixed methods methodologies (QUAL+quan) were used. Qualitative methods were preponderant and were used in order to explore differences and difficulties both genders have in computer science program and modalities to deal with them. Quantitative methods were used to compare and analyze some of the details. Most female students had initial experience in using computers but few of them had previous experience in programming. During the program they were focused more on academic achievements but they were not oriented to developing practical projects and preparing for the realities of work in the IT industry. In relation to teaching, female students were more sensitive to teaching than male students. During the program, anxiety, lack of confidence and underachievement of female students progressed. The research revealed that the majority of males had initial experience in computer programming. During the program, they acquired more confidence and greater experience in programming and had more mature thoughts about the IT career than their female colleagues. Male students were oriented more on achieving real experience. Due to the fact that males were working in different informal settings, this helped them to extend and diversify their experience. Male students were more independent of teacher performances, being more willing to take ownership of learning process, especially in cases when teaching was not effective. Male students easily formed social networks that were able to help them. Female students had better social and communicational skills. However, because they were small in number and lacked initiative and support, they failed to coagulate social networks able to support themselves. Related feminism approaches, the author appreciate that liberal feminism is most likely to succeed in preparing women for a traditionally male dominated workplace. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis2006 .S76. Source: Masters Abstracts International, Volume: 45-01, page: 0045. Thesis (M.Ed.)--University of Windsor (Canada), 2006

Recruitment, Preparation, Retention: A case study of computing culture at the University of Illinois at Urbana-Champaign

Computer science is seeing a decline in enrollment at all levels of education, including undergraduate and graduate study. This paper reports on the results of a study conducted at the University of Illinois at Urbana-Champaign which evaluated students attitudes regarding three areas which can contribute to improved enrollment in the Department of Computer Science: Recruitment, preparation and retention. The results of our study saw two themes. First, the department's tight research focus appears to draw significant attention from other activities -- such as teaching, service, and other community-building activities -- that are necessary for a department's excellence. Yet, as demonstrated by our second theme, one partial solution is to better promote such activities already employed by the department to its students and faculty. Based on our results, we make recommendations for improvements and enhancements based on the current state of practice at peer institutions.Comment: 37 pages, 13 figures. For better quality figures, please download the .pdf from http://www.cs.uiuc.edu/research/techreports.php?report=UIUCDCS-R-2007-281

Why Can’t a Woman Fail Like a Man? Gender Differences in Perceived Competence Following a Mistake

Stereotypes are pervasive and can significantly influence the way we perceive and evaluate others. When people occupy roles that are not congruent with stereotypes (such as a stay-at-home dad or a female CEO), past research has suggested that they are evaluated more harshly than those in roles that are stereotype-congruent. The present study examined the role of gender stereotypes by asking participants to read a vignette about a college student and their performance in a class. In these vignettes, the student’s major and gender were manipulated such that there were students in gender stereotype-congruent majors (female nursing major, male computer science major) and students in stereotype-incongruent majors (female computer science major, male nursing major). Participants were then asked to evaluate the student’s performance, providing rating of competence, status, and likeability. Analyses revealed that there was no significant effect of stereotype-congruence on evaluations, a finding inconsistent with prior work. This discrepancy is discussed in light of differences in participants’ familiarity with the role and job of the person being evaluated

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published or submitted for publicatio

The Longitudinal Effects of STEM Identity and Gender on Flourishing and Achievement in College Physics

Background. Drawing on social identity theory and positive psychology, this study investigated women’s responses to the social environment of physics classrooms. It also investigated STEM identity and gender disparities on academic achievement and flourishing in an undergraduate introductory physics course for STEM majors. 160 undergraduate students enrolled in an introductory physics course were administered a baseline survey with self-report measures on course belonging, physics identification, flourishing, and demographics at the beginning of the course and a post-survey at the end of the academic term. Students also completed force concept inventories and physics course grades were obtained from the registrar. Results. Women reported less course belonging and less physics identification than men. Physics identification and grades evidenced a longitudinal bidirectional relationship for all students (regardless of gender) such that when controlling for baseline physics knowledge: (a) students with higher physics identification were more likely to earn higher grades; and (b) students with higher grades evidenced more physics identification at the end of the term. Men scored higher on the force concept inventory than women, although no gender disparities emerged for course grades. For women, higher physics (versus lower) identification was associated with more positive changes in flourishing over the course of the term. High-identifying men showed the opposite pattern: negative change in flourishing was more strongly associated with high identifiers than low identifiers. Conclusions. Overall, this study underlines gender disparities in physics both in terms of belonging and physics knowledge. It suggests that strong STEM identity may be associated with academic performance and flourishing in undergraduate physics courses at the end of the term, particularly for women. A number of avenues for future research are discussed