Tag Archive: CERP Infographics
These infographics are brought to you by the CRA’s Center for Evaluating the Research Pipeline (CERP). CERP provides social science research and comparative evaluation for the computing community. To learn more about CERP, visit our website.
This material is based upon work supported by the National Science Foundation under Grant Number (CNS-1246649; DUE-1431112). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
As prospective students consider postsecondary degree programs, a common question that emerges is how to pay for that program. What are the more common funding sources that students ultimately use? CERP investigated how students at different degree types pay for their program, as reported in late 2021.
CRA’s Data Buddies Survey 2021 data indicate that 16% of undergraduates in computing fields have been involved in K-12 outreach during their degree program. Participation rates across different racial and ethnic groups varied. Within racial/ethnic groups, participation rates also varied as a function of gender identity.
Analysis suggests that job prospects weigh heavily on students’ decision to skip or delay graduate education. Further, while the importance of some of the reasons remain the same across students at different stages of their degree program, others vary in terms of their salience depending on how close students are to graduating.
Using data from the new Policies and Data Practices Survey, this analysis looks at the actions higher education institutions took to address increasing enrollments. Academic units in private institutions were significantly less likely to tighten their admission/enrollment requirements and to advise less successful students to consider other majors compared to those in public institutions.
Where do graduate students find mentors? CERP revisited a prior analysis with updated data from the 2020 Data Buddies Survey and discovered the most common sources for mentors. Additionally, CERP uncovered some significant differences between where men and women graduate students find mentors.
When asked about their biggest motivations to apply to graduate school, participants in the first CSGrad4US cohort most often indicated that they wanted to make an impact on society with an advanced degree. Few participants cited reasons related to their current work situations.
CERP examined the undergraduate degree earned by students seeking a doctoral degree in computer science. Results indicate 41% of computer science doctoral students earned their undergraduate degree in computer science, followed by 26% earning their undergraduate degree in a computing-related engineering field.
Updated analysis shows that C/DREU participants are more likely to attend graduate school (36%) than students who participated in other REU programs (20%) and students who did not participate in an REU program (9%) at all.
The current analysis examines whether exposure to programming languages varies among different populations that are underrepresented in computing, and whether belonging to multiple underrepresented populations is associated with programming experience. Results show that students from multiple underrepresented populations in computing are less likely to have learned a programming language than their peers.
For undergraduates who entered their current program in 2020, over half reported learning a new programming language prior to their program. This trend has steadily increased over the last 5 years of incoming undergraduates, yet a persistent difference remains for students who are from populations underrepresented in computing.
From 2013 to 2020, CERP has collected approximately 93,000 total responses between both undergraduates and graduates, and 41,000 (44%) of these respondents are part of CERP’s longitudinal cohorts. Join Data Buddies this year by November 1, 2021.
