WORKSHEET: Retaining Women in CS Majors Using Research Based Initiatives and Best Practices
ROUTINELY FACILITATE ACADEMIC SUCCESS
Early and timely feedback in class – freshman quiz within first 3 weeks
Put student performance in context
Emphasize skill building through practice - homework
Encourage women to participate in undergrad research
Encourage class participation and questions
Encourage student persistence.
Pay close attention to the student experience in the first term
Inclusive Teaching Strategies are used by faculty/TA’s
We have a faculty-student mentor program for undergrad women
Pair programming or other collaborative learning is used in at least one early class
Supplemental Instruction is used in at least one class
PROMOTE COMMUNITY - fostering connections and support
Active student organization for women in computing
Encourage participation in CS student organizations such as ACM (even
leadership)
Peer Mentor Big Sister program for new women
Peer Led Team Learning or other collaborative learning is used in at least one
class
Intentional learning communities with connected study group opportunities
Women students are involved in outreach programs that educate pre-college level
students about the field of computing
Students have ample opportunities to participate in teams and their process is
monitored
More than one woman in any one section of first semester CS course
Use inclusive language
Highlight women’s accomplishments without singling them out as women
MAINTAIN INTEREST THROUGH CURRICULUM – provide vision
We do this
Not yet but
I’m
Interested
Anticipate
Faculty
Interest
Star top 3
Mutual
Interests
WORKSHEET: Retaining Women in CS Majors Using Research Based Initiatives and Best Practices
Curriculum is contextual and clearly relevant in first term
Freshmen take a mandatory computing-focused freshman seminar during 1st term
(survey course)
From the very beginning, we market CS opportunities – emphasizing clarification
of end goals and opportunities….curricular flexibility
We are familiar with the NCWIT Extension Services and “Tools in a Box”
programs that can be found at http://www.ncwit.org/es.undergrad.html
SUPPORT STUDENTS
Mentor for Diversity
We systematically gather information from our freshmen for use in academic
advising (i.e., use of freshman questionnaire to identify issues and potentially atrisk students)
Coach students to grow professional strengths and build their resumes
Intrusive academic advising
Early warning system is in place to intervene with students earning low grades
Intentional role modeling
Qualified yet non-registered women are called to see if they need assistance
before getting registered for next semester
MONITOR OUTCOMES
Student baseline data is collected and tracked
Classroom Assessment Techniques are used
Data is used to make improvements
Results are reported regularly
Demographic trends and intervention results are discussed in faculty meetings
CONDITIONS FOR CHANGE
Faculty are dissatisfied with women’s retention in our program
Departmental leader(s) is committed to improving retention of women
Faculty members feel competent to change in ways that will help retain women
Resources, including time, are available for retention initiatives
WORKSHEET: Retaining Women in CS Majors Using Research Based Initiatives and Best Practices
Successful retention initiatives are recognized and rewarded
There is a person or committee responsible for diversity
We have some form of Student Success Action Team (faculty/student)
Biggers and Cohoon, 2007