Female Under-Representation in Computing Education and Industry - A Survey of Issues and Interventions

This survey paper examines the issue of female under-representation in computing education and industry, which has been shown from empirical studies to be a problem for over two decades. While various measures and intervention strategies have been implemented to increase the interest of girls in computing education and industry, the level of success has been discouraging. The primary contribution of this paper is to provide an analysis of the extensive research work in this area. It outlines the progressive decline in female representation in computing education. It also presents the key arguments that attempt to explain the decline and intervention strategies. We conclude that there is a need to further explore strategies that will encourage young female learners to interact more with computer educational games

Addressing the Leaky Pipeline : A Review and Categorisation of Actions to Recruit and Retain Women in Computing Education

Gender imbalance in computing education is a well-known issue around the world. For example, in the UK and Ireland, less than 20% of the student population in computer science, ICT and related disciplines are women. Similar figures are seen in the labour force in the field across the EU. The term leaky pipeline ; is often used to describe the lack of retention of women before they progress to senior roles. Numerous initiatives have targeted the problem of the leaky pipeline in recent decades. This paper provides a comprehensive review of initiatives related to techniques used to boost recruitment and improve retention among women in undergraduate computer science and computing courses in higher educational institutions. The review covers 350 publications from both academic sources and grey literature sources including governmental guidance, white papers and non-academic reports. It also includes sources in languages other than English. The primary aim was to identify interventions or initiatives (which we have called actions ;) that have shown some effectiveness. A secondary objective was to structure our findings as a categorisation, in order to enable future action discussion, comparison and planning. A particular challenge faced in a significant portion of the work reviewed was the lack of evaluation: i.e. the assessment of the direct relationship between the initiatives undertaken and the outcomes on retention or recruitment. There are only a limited number of studies that include a control group and these tend to focus on one particular intervention or action. In addition often the work presents a number of actions that were implemented and it is difficult to determine which action produced most impact. Considering these challenges, actions were identified that had some level of evaluation with positive impact, including where the evaluation was by measuring feedback. The actions were categorised into four groups: Policy, Pedagogy, Influence and Support and Promotion and Engagement. Policy actions require support and potentially structural change and resources at organisation level. This can be at a department or school level within a higher level institution, and not necessarily just at the higher institution level. Pedagogy related actions are initiatives that are related to the teaching of computer science and technology in terms of curriculum, module delivery and assessment practice. The Influence and Support category includes actions associated with ways to influence women to choose computing at third level and once enrolled to support and encourage them to stay in the field. Finally, Promotion and Engagement actions are initiatives to promote computer science and technology based courses and involve engagement and outreach with external stakeholders such as industry, communities and schools. We present our categorisation, identifying the literature related to actions under each category and subcategory. We discuss the challenges with evaluating the direct impact of actions and outline how this work leads towards the next phase of our work, a toolkit of actions to promote retention and recruitment of women in computing based undergraduate courses. This work will be of interest to third level institutions with STEM faculties, gender-balance policy makers, technical industry players, or any stakeholder in the field of STEM who wishes to understand and implement solutions to the imbalance of women in computing education and beyond

Addressing the "Leaky Pipeline": A Review and Categorisation of Actions to Recruit and Retain Women in Computing Education

Gender imbalance in computing education is a well-known issue around the world. The term "leaky pipeline" is often used to describe the lack of retention of women before they progress to senior roles. Numerous initiatives have targeted the problem of the leaky pipeline in recent decades. This paper provides a comprehensive review of initiatives related to techniques used to boost recruitment and retention of women in undergraduate computing and related courses in higher education. The primary aim was to identify interventions or initiatives (which we called "actions") that have shown some effectiveness. A secondary objective was to structure our findings as a categorisation, in order to enable future action discussion, comparison and planning. A particular challenge faced in a significant portion of the work was the lack of evaluation: i.e. the assessment of the direct relationship between the initiatives and the outcomes on retention or recruitment. The actions were categorised into four groups: Policy, Pedagogy, Influence and Support and Promotion and Engagement. Policy actions need support and potentially structural change at institution level. Pedagogy actions are initiatives related to the teaching of computing courses. The Influence and Support category includes actions associated with ways to influence women to choose computing and once enrolled to support and encourage them to stay. Finally, Promotion and Engagement actions are initiatives to promote computing based courses and involve engagement and outreach activities. We present our categorisation, identifying the literature related to actions under each category and subcategory. We discuss the challenges with evaluating the direct impact of actions and outline how this work leads towards the next phase of our work - a toolkit of actions to promote retention and recruitment of women in computing undergraduate courses.Comment: 13 pages, 1 figure, 1 tabl

Project-based Learning within a Large-Scale Interdisciplinary Research Effort

The modern engineering landscape increasingly requires a range of skills to successfully integrate complex systems. Project-based learning is used to help students build professional skills. However, it is typically applied to small teams and small efforts. This paper describes an experience in engaging a large number of students in research projects within a multi-year interdisciplinary research effort. The projects expose the students to various disciplines in Computer Science (embedded systems, algorithm design, networking), Electrical Engineering (circuit design, wireless communications, hardware prototyping), and Applied Physics (thin-film battery design, solar cell fabrication). While a student project is usually focused on one discipline area, it requires interaction with at least two other areas. Over 5 years, 180 semester-long projects have been completed. The students were a diverse group of high school, undergraduate, and M.S. Computer Science, Computer Engineering, and Electrical Engineering students. Some of the approaches that were taken to facilitate student learning are real-world system development constraints, regular cross-group meetings, and extensive involvement of Ph.D. students in student mentorship and knowledge transfer. To assess the approaches, a survey was conducted among the participating students. The results demonstrate the effectiveness of the approaches. For example, 70% of the students surveyed indicated that working on their research project improved their ability to function on multidisciplinary teams more than coursework, internships, or any other activity

The Importance of Computing Education Research

Interest in computer science is growing. As a result, computer science (CS) and related departments are experiencing an explosive increase in undergraduate enrollments and unprecedented demand from other disciplines for learning computing. According to the 2014 CRA Taulbee Survey, the number of undergraduates declaring a computing major at Ph.D. granting departments in the US has increased 60% from 2011-2014 and the number of degrees granted has increased by 34% from 2008-2013. However, this growth is not limited to higher education. New York City, San Francisco and Oakland public schools will soon be offering computer science to all students at all schools from preschool to 12th grade, although it will be an elective for high school students. This unprecedented demand means that CS departments are likely to teach not only more students in the coming decades, but more diverse students, with more varied backgrounds, motivations, preparations, and abilities. This growth is an unparalleled opportunity to expand the reach of computing education. However, this growth is also a unique research challenge, as we know very little about how best to teach our current students, let alone the students soon to arrive. The burgeoning field of Computing Education Research (CER) is positioned to address this challenge by answering research questions such as, how should we teach computer science, from programming to advanced principles, to a broader and more diverse audience? We argue that computer science departments should lead the way in establishing CER as a foundational research area of computer science, discovering the best ways to teach CS, and inventing the best technologies with which to teach it. This white paper provides a snapshot of the current state of CER and makes actionable recommendations for academic leaders to grow CER as a successful research area in their departments.Comment: A Computing Community Consortium (CCC) white paper, 12 page

Identification and Evaluation of Predictors for Learning Success and of Models for Teaching Computer Programming in Contemporary Contexts

Introductory undergraduate computer programming courses are renowned for higher than average failure and withdrawal rates when compared to other subject areas. The closer partnership between higher education and the rapidly expanding digital technology industry, as demonstrated by the establishment of new Degree Apprenticeships in computer science and digital technologies, requires efficient and effective means for teaching programming skills. This research, therefore, aimed to identify reliable predictors of success in learning programming or vulnerability to failure. The research also aimed to evaluate teaching methods and remedial interventions towards recommending a teaching model that supported and engaged learners in contemporary contexts that were relevant to the workplace. Investigation of qualifications designed to prepare students for undergraduate computer science courses revealed that A-level entrants achieved significantly higher programming grades than BTEC students. However, there was little difference between the grades of those with and those without previous qualifications in computing or ICT subjects. Analysis of engagement metrics revealed a strong correlation between extent of co-operation and programming grade, in contrast to a weak correlation between programming grade and code understanding. Further analysis of video recordings, interviews and observational records distinguished between the type of communication that helped peers comprehend tasks and concepts, and other forms of communication that were only concerned with completing tasks. Following the introduction of periodic assessment, essentially converting a single final assessment to three staged summative assessment points, it was found that failing students often pass only one of the three assignment parts. Furthermore, only 10% of those who failed overall had attempted all three assignments. Reasons for failure were attributed to ‘surface’ motivations (such as regulating efforts to achieve a minimum pass of 40%), ineffective working habits or stressful personal circumstances rather than any fundamental difficulty encountered with subject material. A key contribution to pedagogical practice made by this research is to propose an ‘incremental’ teaching model. This model is informed by educational theory and empirical evidence and comprises short cycles of three activities: presenting new topic information, tasking students with a relevant exercise and then demonstrating and discussing the exercise solution. The effectiveness of this model is evidenced by increased engagement, increased quiz scores at the end of each teaching session and increased retention of code knowledge at the end of the course

The Importance of Computing Education Research

Interest in computer science is growing. As a result, computer science (CS) and related departments are experiencing an explosive increase in undergraduate enrollments and unprecedented demand from other disciplines for learning computing. According to the 2014 CRA Taulbee Survey, the number of undergraduates declaring a computing major at Ph.D. granting departments in the US has increased 60% from 2011-2014 and the number of degrees granted has increased by 34% from 2008-2013

The Importance of Computing Education Research

Interest in computer science is growing. As a result, computer science (CS) and related departments are experiencing an explosive increase in undergraduate enrollments and unprecedented demand from other disciplines for learning computing. According to the 2014 CRA Taulbee Survey, the number of undergraduates declaring a computing major at Ph.D. granting departments in the US has increased 60% from 2011-2014 and the number of degrees granted has increased by 34% from 2008-2013

Factors Affecting the Adoption of Peer Instruction in Computing Courses

Peer Instruction (PI) as defined by Mazur, and variations on this pedagogic technique, have been in use in computing courses for about a decade. Despite dozens of educational research publications documenting positive learning effects, improved retention, student acceptance, and effectiveness for large classes; PI does not appear to be widely adopted for computing courses. This paper reports on a three-way investigation into this apparent contradiction. First, the authors reflect on their own adoption, practice, experience, and abandonment of the use of PI in computing courses. Second, we surveyed the literature regarding the use of PI in computing courses and present a summary of the research findings, variations, and extensions to PI used in computing courses. Third, a survey of computing instructors was conducted to gauge the attitude toward PI in computing courses. To add context, this report considers publications documenting usage of PI in STEM courses, and the adoption of other pedagogic techniques in computing. Particular effort was made to identify the reasons computing instructors don’t adopt PI. This report also includes advice to instructors considering adopting PI in computing courses