Tag Archive: Data Buddies Project

CERP infographicCERP infographic

Why Do Undergraduate and Graduate Students Choose Computing?


Interest in the field, job prospects, and a desire to make an impact on the society are the most common reasons for why students choose to enroll in a computing degree program at both undergraduate and graduate level. An understanding of these factors can not only help departments’ recruitment efforts but also guide strategies for student retention.

Forbes Article on Inclusivity in Higher Education Highlights CERP Project


A recent Forbes article written by Maria Klawe, president of Harvey Mudd College and a former CRA board member, addresses “Why We Need Inclusive Teaching In Every Classroom.” In the article, Klawe interviews Colleen Lewis, a computer science professor at Harvey Mudd, about Lewis’ work to develop, incorporate, and disseminate inclusive teaching practices. Lewis researches issues of diversity and gender in computer science education and collaborates with CRA’s Center for Evaluating the Research Pipeline (CERP). In the article, she shares resources and mentions her new project with CERP.

Thank you, Data Buddies!


The Data Buddies Survey came to a close at the end of February 2019. CERP wishes to thank all the departments who made data collection possible, with special appreciation extended to departments with at least a 20% response rate.

Expanding the Pipeline: CERP Data Buddies Survey Finishes Strong with More Insights About Students’ Experiences


The CRA Center for Evaluating the Research Pipeline concluded its fall 2018 Data Buddies Survey. The survey was modified to provide additional insight on student experiences in computing degree programs. These new data will be used in annual reporting and program evaluation.

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Feeling Like an Outsider in Computing? You Are Not Alone!


According to the 2017 Data Buddies Survey, significantly higher percentages of students who are underrepresented in computing (29% and above) felt like an outsider in computing than majority men with no disabilities (17%). This lack of a sense of belonging was highest among the students with disabilities who are women or racial/ethnic minorities (45-46%).