TY - GEN
T1 - Evidence for Teaching Practices that Broaden Participation for Women in Computing
AU - Morrison, Briana B.
AU - Quinn, Beth A.
AU - Bradley, Steven
AU - Buffardi, Kevin
AU - Harrington, Brian
AU - Hu, Helen H.
AU - Kallia, Maria
AU - McNeill, Fiona
AU - Ola, Oluwakemi
AU - Parker, Miranda
AU - Rosato, Jennifer
AU - Waite, Jane
N1 - Publisher Copyright:
© 2021 Owner/Author.
PY - 2021/12/28
Y1 - 2021/12/28
N2 - Computing has, for many years, been one of the least demographically diverse STEM fields, particularly in terms of women's participation [12, 36]. The last decade has seen a proliferation of research exploring new teaching techniques and their effect on the retention of students who have historically been excluded from computing. This research suggests interventions and practices that can affect the inclusiveness of the computer science classroom and potentially improve learning outcomes for all students. But research needs to be translated into practice, and practices need to be taken up in real classrooms. The current paper reports on the results of a focused systematic "state-of-the-art"review of recent empirical studies of teaching practices that have some explicit test of the impact on women in computing. Using the NCWIT Engagement Practices Framework as a means of organization, we summarize this research, outline the practices that have the most empirical support, and suggest where additional research is needed.
AB - Computing has, for many years, been one of the least demographically diverse STEM fields, particularly in terms of women's participation [12, 36]. The last decade has seen a proliferation of research exploring new teaching techniques and their effect on the retention of students who have historically been excluded from computing. This research suggests interventions and practices that can affect the inclusiveness of the computer science classroom and potentially improve learning outcomes for all students. But research needs to be translated into practice, and practices need to be taken up in real classrooms. The current paper reports on the results of a focused systematic "state-of-the-art"review of recent empirical studies of teaching practices that have some explicit test of the impact on women in computing. Using the NCWIT Engagement Practices Framework as a means of organization, we summarize this research, outline the practices that have the most empirical support, and suggest where additional research is needed.
KW - curriculum addressing gender and diversity
KW - gender and diversity
KW - inclusive culture
KW - learning environment
KW - teaching practices
KW - undergraduate instruction
UR - http://www.scopus.com/inward/record.url?scp=85122609824&partnerID=8YFLogxK
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U2 - 10.1145/3502870.3506568
DO - 10.1145/3502870.3506568
M3 - Conference contribution
AN - SCOPUS:85122609824
T3 - Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE
SP - 57
EP - 131
BT - ITiCSE-WGR 2021 - Proceedings of the 2021 Working Group Reports on Innovation and Technology in Computer Science Education
PB - Association for Computing Machinery
T2 - 2021 Working Group Reports on Innovation and Technology in Computer Science Education, ITiCSE-WGR 2021
Y2 - 26 June 2021 through 1 July 2021
ER -