Characterizing Inclusive Strategies that Retain Black Students in Computer Science to Graduation and Beyond

描述保留计算机科学专业黑人学生毕业及毕业后的包容性策略

• 批准号: 2111354
• 负责人: Bart Knijnenburg
• 金额: $ 39.41万
• 依托单位: Clemson University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-10-15 至 2025-09-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2111354&HistoricalAwards=false
• 关键词: Characterizing; Inclusive; Strategies; Retain; Black

This IUSE project aims to serve the national interest by identifying factors that lead to the lack of diversity in computing professions. Research has shown that the first two years of science, technology, engineering, and mathematics (STEM) majors are often where students are lost in the pipeline. This project will identify factors that affect the retention and graduation of under-represented minority students in the computing major. The goals are to identify inclusive strategies for success in computing programs and investigate ways to increase the retention and post-graduation success of Black students in computing. Of particular interest are strategies that are transferable to different types of institutions and STEM fields in general. This project features a collaboration between two Historically Black Colleges/Universities and a Primarily White Institution that will work together to understand the challenges facing each institution and the strengths each institution brings to addressing this problem.Through detailed transcript analysis, this research will take an asset-based approach, focusing on the strengths of students succeeding in the major. Two cohorts of lower division (freshman and sophomore) Black CS students from two Historically Black Colleges/Universities (HBCUs) and one Primarily White Institution (PWI) will be studied to measure perceived societal impacts and their understanding of content through conceptual assessment instruments. A cohort of upper division students will be studied to measure the factors that led to their success using surveys, a content assessment, and interviews. Using a mixed methods analysis approach, White students will be compared to Black students at the research intensive PWI and then the principal investigators will compare Black students at the PWI to Black students at the two HBCUs. The goal is to expand knowledge of inclusive teaching strategies and provide institutional awareness of factors that can go beyond recruiting URMs to focus on retention in the major and student success post-graduation. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through its Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

这个IUSE项目旨在通过确定导致计算专业缺乏多样性的因素来服务于国家利益。研究表明，科学，技术，工程和数学（STEM）专业的前两年往往是学生迷失在管道中的地方。该项目将确定影响少数民族学生在计算机专业的保留和毕业的因素。其目标是确定包容性的战略，成功的计算程序和调查的方法，以增加保留和毕业后的黑人学生在计算上的成功。特别令人感兴趣的是可转移到不同类型的机构和一般STEM领域的战略。该项目的特点是两个历史悠久的黑人学院/大学和一个白人白色机构之间的合作，将共同努力，以了解每个机构面临的挑战和每个机构带来的优势，以解决这个问题。通过详细的成绩单分析，这项研究将采取基于资产的方法，专注于学生在该专业取得成功的优势。两组低师（大一和大二）黑人CS学生从两个历史上的黑人学院/大学（HBCUs）和一个初级白色机构（PWI）将进行研究，以衡量感知的社会影响和他们的理解，通过概念评估工具的内容。将研究一组高年级学生，以衡量导致他们成功的因素，使用调查，内容评估和访谈。使用混合方法分析方法，将白色学生与研究密集型PWI的黑人学生进行比较，然后主要研究人员将PWI的黑人学生与两个HBCU的黑人学生进行比较。我们的目标是扩大包容性教学战略的知识，并提供可以超越招聘URMs的因素的机构意识，专注于保留在主要和学生成功毕业后。NSF IUSE：EHR计划支持研究和开发项目，以提高所有学生STEM教育的有效性。该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

项目成果

Societal Factors that Impact Retention and Graduation of Underrepresented Computer Science Undergraduates

影响代表性不足的计算机科学本科生保留和毕业的社会因素

• DOI: 10.1145/3545947.3576343
• 发表时间: 2022
• 期刊: SIGCSE 2023: Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 2
• 作者: Osho, Oluwafemi;Knijnenburg, Bart P.;Kraemer, Eileen;Kennedy, Cazembe;Washington, Gloria;Sexton, Stacey;Porter, John;Gosha, Kinnis
• 通讯作者: Gosha, Kinnis