Posts tagged ‘BPC’

ECEP 2018: Measuring and Making Progress on Broadening Participation in Computing

The 2018 Annual Meeting of the Expanding Computing Education Pathways (ECEP) Alliance was at Georgia Tech January 26-27. ECEP is an NSF-funded alliance to broaden participation in computing. We had about 90 participants, state leaders from 16 states and Puerto Rico. Attendees were from a range of positions, from state departments of education, state boards of education, STEM centers, non-profits, Governor’s offices, University professors, and CS teachers from elementary or high school. The focus at this meeting was to define what it means to broaden participation in computing (BPC) education for each state. The state teams worked at defining what data variables they needed in order to inform their BPC goals, and how they would know (by looking at those data) if they were making progress towards those goals.  You can see the play-by-play with pictures via Twitter hashtag #ECEP2017.

I learned so much at this event. I’m still processing all of it, but here are some of the things that are standing out to me right now.

Caitlin Dooley from Georgia Department of Education gave a terrific talk about the challenges in Georgia.  She made the argument that CS is the equity issue of our age.  She said that the challenge of getting CS teachers into poorer (low-SES) and rural districts is that teachers are leaving when they have the skillsets. The challenge is to have good school leaders to retain teachers.

Anne DeMallie from Massachusetts gave a compelling talk about how they’re integrating CS across the curriculum, especially in elementary school. Massachusetts and New Jersey are two states that integrated their CS and Digital Literacy standards, trying to make it easier for schools to integrate CS education. I liked the framework she offered on how to think about integrating CS into other subjects: exist, enhance, and extend.

I was impressed by the states who are setting concrete, measurable goals. Alabama has set a goal of every high school student having access to CS education by 2022. South Carolina plans to provide access to CS education in every middle and high school in five years. Maryland has a detailed 15 year plan that gets every student access to high-quality CS education with certified high school teachers. (Seen below, presented by Megean Garvin.)

Kamau Bobb of Constellations gave our keynote (as a “fireside chat” with Debra Richardson). His talk was exciting and challenging.  He pointed out that high school CS isn’t going to get kids into University. Pushing CS instead of math and science isn’t helping students get admission to higher education.  Schools aren’t held accountable for CS — they’re being held accountable for math, science, and language arts learning. CS has to play a role in meeting student and school needs.

Kamau pointed out that “Segregation is an immutable truth.”  One of the stories he told was to about textual literacy.  During Reconstruction (starting 1865), leaders realized the critical need for all African-Americans to learn to read.  The Georgia Literacy Project to address the dramatic literacy gap was just started in 2010 — 145 years later.  How long will it take us to achieve equitable access to computing education?

Most of the time was spent in working meetings — state teams sitting down with data reports, developing plans for broadening participation in CS, and grounding the plans in what data they have and what trends they expect to see in those data. The challenges of gathering data on the ground are huge.  I was sitting with one state where a CS teacher on the team pointed out that she had 85 students this year. The Department of Education person from that state did a search, and found that none of those students showed up in their database.  Other states pointed out how hard it is to compare data across states.  We use AP CS data for these kinds of comparisons, but in some states (like Arkansas), all AP exams are paid for by the state. That means that more kids are taking the exam, which means that the pass rates have a different context.

The amount of support for CS Education from each state varies dramatically. Many states have no one in the Department of Education who is informed about CS. Here in Georgia, we have one full-time CS coordinator, which is terrific. In Arkansas, they have nine full-time CS specialists to help teachers.

It was energizing to be with so many passionate leaders who are working to improve computing education in their state.  It’s also amazing to see how much work there is to go to reach everyone with high-quality computing education.

This was the last ECEP meeting organized by this group of NSF Principal Investigators. Rick Adrion, Renee Fall, Barbara Ericson, and I are done when the existing ECEP grant runs out at the end of September.  We’ve worked with a new team of PI’s to help them build a proposal for ECEP 2.  The amazing Sarah Dunton, the manager of our state and territory alliance, will continue in ECEP 2. The PIs for ECEP 2 are Carol Fletcher, Anne Leftwich, Debra Richardson, Maureen Biggers, and Leigh Ann DeLyser.  We’re hoping that they get funded and continue to help states make progress on implementing and broadening computing education.

January 29, 2018 at 7:00 am 3 comments

Georgia Tech Launches Constellations Center Aimed at Equity in Computing


The Constellations Center was launched at a big event on December 11.  I was there, to hear Executive Director Charles Isbell host the night, which included a great conversation with Senior Director Kamau Bobb (formerly of NSF).


Constellations is going to play a significant role in keeping a focus on broadening participation in computing in Georgia, and to serve as a national leader in making sure that everyone gets access to computing education.

Georgia Tech’s College of Computing has launched the Constellations Center for Equity in Computing with the goal of democratizing computer science education. The mission of the new center is to ensure that all students—especially students of color, women, and others underserved in K-12 and post-secondary institutions—have access to quality computer science education, a fundamental life skill in the 21st century.

Constellations is dedicated to challenging and improving the national computer science (CS) educational ecosystem through the provision of curricular content, educational policy assessment, and development of strategic institutional partnerships. According to Senior Director Kamau Bobb, democratizing computing requires a “real reckoning with the race and class divisions of contemporary American life.”

See more here.

January 12, 2018 at 7:00 am 1 comment

How the Imagined “Rationality” of Engineering Is Hurting Diversity — and Engineering

Just a few weeks ago, Richard Thaler won the Nobel prize in Economics. Thaler is famous for showing that real human beings are not the wholly rational beings that Economic theory had previously assumed.  It’s timely to consider where else we assume rationality, and where that rational assumption may lead us into flawed decisions and undesirable outcomes.  The below article from Harvard Business Review considers how dangerous the Engineering “purity” argument is.

Just how common are the views on gender espoused in the memo that former Google engineer James Damore was recently fired for distributing on an internal company message board? The flap has women and men in tech — and elsewhere — wondering what their colleagues really think about diversity. Research we’ve conducted shows that while most people don’t share Damore’s views, male engineers are more likely to…

But our most interesting finding concerned engineering purity. “Merit is vastly more important than gender or race, and efforts to ‘balance’ gender and race diminish the overall quality of an organization by reducing collective merit of the personnel,” a male engineer commented in the survey. Note the undefended assumption that tapping the full talent pool of engineers rather than limiting hiring to a subgroup (white men) will decrease the quality of engineers hired. Damore’s memo echoes this view, decrying “hiring practices which can effectively lower the bar for ‘diversity’ candidates.”

Google and taxpayer money, Damore opines, “is spent to water only one side of the lawn.” Many male engineers in our survey agreed that women engineers are unfairly favored. “As regards gender bias, my workplace offers women more incentives and monetary support than it does to males,” commented one male engineer. Said another, women “will always be safe from a RIF [reduction in force]. As well as certain companies guaranteeing female engineers higher raises.”

Source: How the Imagined “Rationality” of Engineering Is Hurting Diversity — and Engineering

December 11, 2017 at 7:00 am 1 comment

NSF funds FLIP Alliance to diversify CS professoriate #CSEdWeek

This is an exciting new project from Valerie Taylor (University of Chicago), Charles Isbell (Georgia Tech), and Jeffrey Forbes (Duke University). It’s based on an observation that Charles has made before, that we can diversify CS faculty by impacting just a handful of schools.

The goal of the NSF-funded FLIP (Diversifying Future Leadership in the Professoriate) Alliance is to address the broadening participation challenge of increasing the diversity of the future leadership in the professoriate in computing at research universities as a way to achieve diversity across the field.  In particular, the problem that we address is stark and straightforward: only 4.3% of the current tenure-track faculty in computing at these universities are from underrepresented groups.

The FLIP Alliance solution is equally stark and straightforward: we intentionally bring together the very small number of departments responsible for producing the majority of the professoriate with individuals and organizations that understand how to recruit, retain, and develop students from underrepresented groups in order to create a network that can quickly and radically change the demographic diversity of the professoriate across the entire field.

from CMD-IT FLIP Alliance

December 7, 2017 at 7:00 am 5 comments

US National Academics Report Investigates the Growth of CS Undergraduate Enrollments #CSEdWeek

The new National Academies report on the growth of CS undergraduate enrollments came out last month. It’s important because it reflects the recommendations of scholars across disciplines in dealing with our enormous enrollment growth (see Generation CS report for more findings on the surge).

I wrote about this report in my Blog@CACM post for this month, The Real Costs of a Computer Science Teacher are Opportunity Costs, and Those Are Enormous.  The report talks about how hard it is to hire new faculty to deal with the enrollment boom, because the Tech industry is increasing its share of new PhD’s and recruiting away existing faculty.

Eric Roberts at Stanford was part of the report writing, and points out that the committee did not reach agreement that there is a problem with participation by underrepresented minorities. Quoting Eric’s message to SIGCSE-members, “the committee did not find comparable evidence that departmental limitations have historically had a negative effect on participation by underrepresented minorities. In fact, the total number of degrees awarded to students in the largest of the underrepresented demographic groups (African American and Latino/Latina) has roughly matched the percentages at which students from those communities obtain bachelor’s degrees.”  It’s surprising, and Eric’s note goes on to explain why that result is so concerning. The report does say clearly, “Institutions should take deliberate actions to support diversity in their computer science and related programs.”

Since 2006, computer science departments in the U.S and Canada have experienced a surge in the number of undergraduate majors and course enrollments. The resulting strain on departmental and institutional resources has been significant for many departments, especially with respect to faculty hiring and overall workload. The National Academy of Sciences (NAS) has recently addressed the issue with the release a report titled “Assessing and Responding to the Growth of Computer Science Undergraduate Enrollments.”

The NAS report discusses strategies central for managing enrollment and resources, and makes recommendations for departments and institutions. Its findings and recommendations provide much-needed guidelines on how institutions can allocate resources to meet growing student demand and to adequately support their computer science department in the increasingly central role of computer science in education and research. “The way colleges and universities respond to the surge in student interest and enrollment can have a significant impact on the health of the field,” said Susanne Hambrusch, co-chair of the report’s committee and a professor of computer science at Purdue University.  “While there is no one-size-fits-all answer, all institutions need to make strategic plans to address realistically and effectively the growing demand for the courses.”

Source: NAS Report Investigates the Growth of Computer Science Undergraduate Enrollments

December 6, 2017 at 7:00 am 1 comment

Is (Scaled) Online Learning an Engine for Diversity? Not according to the data

There are lots of women and minority students in online CS. Numbers are high. Proportions are low.  Reach (what percentage of women and minority get access to online CS) is low.  Diversity in terms of economic success is low (as discussed in this blog post and in this one too), so scaled online learning is unlikely to be an engine to bridge economic divides.  There are a large number of (rich) female and minority students in the OMS CS populations (higher numbers but lower proportion than in our face-to-face MS CS program), but if they remain a small proportion of the whole and the reach is low, then not much is changing. The graduate pool and the Tech industry over all does not become more diverse.

If Georgia Tech is indeed able leverage scaled online learning to graduate underrepresented minorities at much higher rates than comparable residential programs, then it seems that all of us in higher ed should be taking notice. I remain skeptical that an online degree program that is not built around intensive interaction, mentoring, and coaching between faculty and students can be successful.  Going to scale in order to drive down the costs seems to require a transactional, rather than relational, approach to teaching and learning.

Source: Is (Scaled) Online Learning an Engine for Diversity? | Technology and Learning

October 27, 2017 at 7:00 am Leave a comment

Why Tech Leadership May Have a Bigger Race Than Gender Problem

The Wired article linked below suggests that race is an even bigger issue than gender in Tech industry leadership.  While Asians are over-represented in the Tech labor force, they are under-represented in Tech leadership, even more than women.  I was somewhat surprised that this article considers “Asians” so generally.  The most-often visited blog post I’ve written is the one that shows the differential success rates of different Asian populations in US educational attainment (see post here).

Gee says this study came about because an earlier report in 2015 that used EEOC data from companies like Google and LinkedIn ended up on the desk of Jenny Yang, the outgoing commissioner of the EEOC. Yang asked if the lower proportion of Asian executives was the result of discrimination and might be applicable for lawsuits, Gee says. He told her no. “We have never seen any overt discrimination or policies that create these disparities,” Gee explains. Rather, after conversations with 60 or 70 Asian executives, the authors say they noticed a pattern of cultural traits among some Asians that did not align with leadership expectations in Western corporate culture, such as risk-taking and being confrontational.

Gee gave the example of an executive who started the first Asian affinity group at Intel decades ago. He noticed that Chinese engineers were unhappy and not succeeding in Intel’s culture of “constructive conflict,” which involved heated debates during meetings.

“Some people call it unconscious bias. For Asians, it’s actually a very conscious bias,” says Gee. Studies show that assumptions that Asians are good at math, science, and technology make it easier for them to get in the door, but the same bias is reversed when it comes to leadership roles, he says.

Source: Why Tech Leadership May Have a Bigger Race Than Gender Problem | WIRED

October 23, 2017 at 7:00 am 1 comment

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