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CRA WP - Increasing the success and participation of underrepresented groups in computing research.

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CSGrad4US: Second Year Call for NSF Fellowship Opportunity for CS Bachelor’s/Master’s Degree Holders to Return for PhD

The National Science Foundation (NSF) Computer and Information Science and Engineering (CISE) Directorate has announced the second year of the CSGrad4US Graduate Fellowship program. NSF seeks candidates from a broad array of backgrounds and strongly encourages women, African Americans, Hispanics, American Indians, Alaska Natives, Native Hawaiians, Native Pacific Islanders, and persons with disabilities to apply.

Benefits

  • A year-long preparation program, organized by CRA-E and CRA-WP, in which individuals selected for the Fellowship will receive mentoring support in identifying a graduate program, finding a research mentor, and applying to graduate programs; during this year, the individuals will also have opportunities to form a network with one another and with faculty advisors;
  • For those who enroll in an accredited doctoral degree-granting program at an institution of higher education having a campus located in the United States, its territories or possessions, or the Commonwealth of Puerto Rico, an annual stipend of $34,000 for three years out of five; and
  • Cost-of-education allowance of $12,000 per year for the three years noted above to the institution of higher education.

Timeline and Eligibility
The 2022 solicitation has expanded the eligibility rules. In particular, applicants must have graduated with a bachelor’s degree in a CISE field before June 30, 2021, and can have received an MS degree.  Applications for the CSGrad4US Graduate Fellowship are due May 19, 2022.

Please visit https://www.nsf.gov/cise/CSGrad4US/ for all eligibility criteria and additional details and deadlines.

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CRA-WP Featured in the 2022 STEM for All Video Showcase: Access, Inclusion, and Equity

A short video from CRA’s Committee on Widening Participation in Computing Research (CRA-WP) is featured in the 2022 STEM for All Video Showcase May 10-17. CRA-WP’s video is entitled “Broadening Participation in Computing Research with CRA-WP” and highlights programs funded through National Science Foundation award #1840724. CRA-WP is a Broadening Participation in Computing Alliance that focuses on community building, career mentoring, information sharing, and effecting systemic change for undergraduate and graduate students, post-doctoral researchers, faculty, and industry and government researchers. 

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Former CRA-WP Board Member Carla Brodley Receives the 2021 ACM Frances E. Allen Award for Outstanding Mentoring

ACM has named Carla E. Brodley the recipient of the inaugural ACM Frances E. Allen Award for Outstanding Mentoring. She is recognized for significant personal mentorship and leadership in creating systemic programs that have increased diversity in computer science by creating mentoring opportunities for thousands at Northeastern and other universities across the United States. Brodley is a member of the CRA Board and former member of the CRA-WP Board.

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In Memoriam: Former CRA Board Member and CRA-WP Co-Chair Andrea Danyluk

CRA is sad to announce that on March 3, 2022, Andrea Pohoreckyj Danyluk passed away at age 59 after a hard-fought battle with pancreatic cancer. The CRA community is deeply saddened by the loss of an amazing mentor, friend, and champion for diversity. She was family to many of her former students, colleagues, and friends. Through trying times, Danyluk calmly navigated the group forward, making time and space for people to voice their opinions and concerns. In recognition of her successful and impactful efforts to build inclusive and diverse communities in computing, the Computing Research Association selected Andrea Danyluk as the recipient of the 2022 CRA A. Nico Habermann Award. Andrea profoundly impacted the lives of her family, friends, students, and colleagues. She will forever be remembered for her warm spirit, boundless energy, and infectious laughter.

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Expanding the Pipeline: The Center for Research and Education on Accessible Technology and Experiences (CREATE)

By Jennifer Mankoff, Jacob O. Wobbrock, Co-Directors, University of Washington CREATE

In an era of rapidly evolving technology and increasing interconnectedness, full participation in society depends on the successful use of technology. Thus, to ensure equity and participation for people with disabilities, technology must be accessible—we must create and adapt interactive systems to improve access to technology and to the world at large. The University of Washington Center for Research and Education on Accessible Technology and Experiences (CREATE) is dedicated to propelling accessible technology research and education from incremental improvements to paradigm-shifting breakthroughs that enable greater inclusion and participation for people of all abilities. This article briefly introduces CREATE’s mission and then highlights some of its recent research into the impact of the pandemic on students and best practices for hybrid meetings.

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First Cohort of CSGrad4US Fellowship Candidates Seek to Make an Impact on Society with an Advance Degree

By Kristi Kelly, CERP Senior Research Associate

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.

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Expanding the Pipeline: Design to Disrupt – Making Space for Every Student in CS

By Dr. Nicki Washington
In 2011, my team of six instructors led a yearlong CS course for 120 Black/Latinx middle-school students in Washington, DC. After first-day introductions, we asked them to name a computer scientist. Despite six Black men/women in front of them, we heard only three names: Bill Gates, Steve Jobs, and Mark Zuckerberg. It was then that I realized if they didn’t see us as computer scientists, then how would they ever be able to see themselves as one? We knew we had work to do.

We spent the entire year dismantling the narrative that CS was restricted to White and Asian men and reinforcing how not only were they computer scientists, but also change agents. Students learned much more than what CS was, but also whom it should represent and why these identities mattered.

We were fortunate to have a team that didn’t fit the “traditional” narrative leading that effort. However, this won’t always be the case. As we continue to make strides in CS education, the following strategies can help to ensure that the who and why are prioritized, regardless of the student or instructor.

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