Tag Archive: CERP

Articles relevant to the CRA Center for Evaluating the Research Pipeline (CERP).

CERP InfographicCERP Infographic

Graduate Students Without Versus With a Mentor Report Lower Self-Efficacy

By: Burçin Tamer, CERP research scientistIn: /

While almost all computing graduate students have advisors, recent CERP data indicate many of those students do not have a mentor. Specifically, 17% of a sample of graduate students enrolled in computing programs (sample N = 2,617) indicated they did not “have a mentor with whom [they] have an ongoing relationship, and who provides [them] advice and assistance in advancing in [their] career.” The graphic above presents evidence toward a potential implication of not having a trusted mentor as a graduate student: relatively low self-efficacy. Self-efficacy refers to beliefs about one’s ability to plan for and execute steps necessary for future success. Indeed, the current analysis indicates students without a mentor report lower self-efficacy in their computing career track than students with a mentor, p ≤ .001.

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CERP
CERP Infographic_CERP Infographic_

Ph.D. Students’ Interest in Computing Career Options

In: /

In 2015, CERP asked 1,335 students enrolled in Ph.D. programs to report their interest in a variety of computing professions. The distribution of students’ year in their program was as follows: 22% first year, 21% second year, 13% third year, 12% fourth year, 10% fifth year, 10% sixth year or greater, and 12% unspecified. As seen in the graphic above, students were most interested in pursuing a computing research job in industry, followed by tenure track computing faculty at a research university, computing researcher in a government lab, and entrepreneurial work in computing. Students were least interested in becoming a middle or high school computing teacher.

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CERP
Asian Versus White Student SUpportAsian Versus White Student SUpport

A Comparison of East Asian, South Asian, Southeast Asian, and White Undergraduate Student Familial Support

In: /

Education research focusing on diversity in computing in the United States often considers Asian/Asian American students and White students to be “advantaged” demographic groups. However, Data Buddies survey data collected during the fall of 2015 indicate Asian/Asian American versus White students’ experiences pursuing computing degrees may differ. For instance, CERP examined undergraduate students’ family support for pursuing a computing degree. Whereas South Asian students’ level of family support was statistically equivalent to that of White students, East Asian and Southeast Asian students’ family support was significantly lower than that of their White peers, p ≤ .05. These findings suggest Asian/Asian American and White students may overlap in some experiences in computing, but this overlap may depend on students’ cultural identities within their Asian/Asian American identities.

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CERP
CERP May 2016CERP May 2016

Education Funding for First-Generation Versus Continuing-Generation Undergraduate Students

In: /

In CERP’s annual survey of undergraduate students in computing fields, students were asked to identify the resources they are using to fund their education. They could select multiple resources. This graphic shows the distribution of responses for first-generation versus continuing-generation college students. The percentages are the number of students who selected a particular funding source out of the number of students within each group (total first-generation students = 1,076; continuing-generation students = 7,157). While first-generation students’ most frequent source of education funding comes from federal loans, continuing-generation students rely most frequently on financial support from their parents. The data also show that first-generation and continuing-generation students take out private loans, make use of their personal savings, receive scholarships and/or grants, work part- or full-time, and are supported by their spouse or partner at similar rates.

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CERP
April 2016April 2016

Factors that Increase Students’ Interest in Becoming a Middle or High School Computing Teacher

In: /

CERP asked undergraduate computing majors what would increase their interest in becoming a middle or high school computing teacher. This infographic shows that financial incentive in the form of a higher teaching salary, free tuition for teacher training, and forgiven student loans were the top factors increasing students’ interest in becoming a middle or high school computing teacher. These findings provide insights into how to generate more computing educators for the K-12 school system, which is becoming increasingly important, given recent efforts to promote widespread K-12 computing education.

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CERP
March 2016 infographicMarch 2016 infographic

Women More Likely Than Men to Leave Intro CS Courses Due to Teaching Style and Rigor

In: /

CERP recently collected data from Intro CS students as part of the “booming enrollments” research underway at the CRA. Within this dataset, a sample of undergraduate students (N = 50) who had recently dropped an Intro CS course reported their reasons for doing so. Women were significantly more likely than men to report they did not enjoy their Intro CS professor’s teaching style, and that the course content was too challenging, p < .05. These findings suggest that the “weed out” technique in Intro CS may have a more negative impact on women than men, and that the current “boom,” if left unchecked, has the potential to impair diversity efforts in CS.

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CERP

Twice as Many CREU/DREU Students Attend Graduate School, Compared to Other REU Students

In: /

During their final year in college, a sample of undergraduate computing majors completed CERP’s annual survey for graduating students. The sample contained past participants of the CRA-W/CDC Alliance’s Collaborative Research Experiences for Undergraduates (CREU) and Distributed Research Experiences for Undergraduates (DREU), students who had completed other REUs, and students who had never completed an REU. CREU/DREU participants were significantly more likely to report plans to attend a graduate program in computing in the upcoming fall, compared to students who had completed a different REU or no REU during college, p < .05. CREU/DREU students were also more likely to report that they were entering a Ph.D. program, compared to students with other REU experiences, or no REU experience, p < .05.

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CERP

Thank You Data Buddies!

In: /

CRA wishes to thank the computing departments who distributed the Center for Evaluating the Research Pipeline (CERP)’s Data Buddies survey during the fall of 2015! The collective effort of these departments provides data for CERP’s research on students’ experiences and successes in computing degree programs.

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CERP
DiversityDiversity

Mentoring the Whole STEM Person: Advancing LGBTQ+ students and professionals

In: /

January is National Mentoring Month, a great time to learn how mentoring can help support students and professionals in computing research, and in Science, Technology, Engineering, and Mathematics (STEM) more generally. Mentoring is especially important for individuals in STEM from underrepresented groups in promoting persistence and success in education and professional settings. Effective mentoring programs help mentors and mentees consider various attributes of their identities and experience, like race, ethnicity, socio-economic status, and educational background, which may influence their persistence and success. Although effective programs aim to support the whole person, gender identity and expression and sexuality orientation are often overlooked.

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CRAGuest Article

Racial/ethnic Minority Students Who are CDC/CRA-W REU Participants are Particularly Likely to Apply to a Graduate Program in Computing

In: /

A sample of racial/ethnic minority undergraduate students graduating with a computing major (n = 201) reported whether they had applied to a graduate program in the fall. Students who had participated in a CDC/CRA-W REU program were significantly more likely to have applied to graduate program in computing than their peers with no undergraduate research experience (p < .05). Among students who had other research experiences and students with no research experience, there was no difference in graduate school application rates (p = .13). Importantly, this analysis controlled for students’ college GPA and parental education level, indicating that participating in a CDC/CRA-W REU program predicted applying to a computing graduate program over and above GPA and parental education level.

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CERP