Tag Archive: Graduate Students

Articles of interest to graduate students.

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Participants in the CRA Grad Cohort for Underrepresented Minorities + Persons with Disabilities Report Stronger Professional Skills After Attending the Workshop


In 2018, CRA launched the Grad Cohort for Underrepresented Minorities + Persons with Disabilities (Grad Cohort URMD) workshop. CERP found that compared to before the workshop, participants reported stronger knowledge about a number of professional skills after attending Grad Cohort URMD. Applications for the 2019 workshop will open October 2018.

Compared to Students in Traditional Master’s Degree Programs, Online Master’s Students Report Lower Mentorship Support


Enrollments in master’s CS degree programs continue to rise. Compared to master’s students in traditional degree programs, online master’s students report lower levels of mentorship support. Departments should consider ways to increase accessibility and visibility of mentorship resources to online students. Examples discussed in main text.

May 2018May 2018

About 1 in 3 Underrepresented Minority Students and Students with Disabilities (URMD) Reported Thinking About Leaving Their Graduate Program


Compared to White and Asian students, who are considered the racial and ethnic majority in computing fields, students who are members of underrepresented racial and ethnic groups and students with disabilities (URMD) were 1.5 times more likely to report having seriously considered leaving their graduate program.

CRA-E Graduate Fellows Program Accepting Nominations


The CRA Education Committee is now accepting applications for the CRA-E Graduate Fellows Program. The program provides opportunities for Ph.D. candidates in computing fields to contribute to CRA-E projects, network with computer science education advocates on the committee, engage in advocacy for mentoring undergraduate students and promote undergraduate research and education at the national level.

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Which Students are Attending Technical Conferences in Computing?


CERP data indicate first year and second year students were proportionally less likely to attend a technical conference in computing over the past year compared to upper division students. This finding is important because participation in conferences may help foster engagement and retention in computing, particularly among first and second year students.

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


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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Ph.D. Students’ Interest in Computing Career Options


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.

Ph.D. recipients in computing fields are primarily non-U.S. residents in most states in the U.S.


Overall, non-US residents received 1,210 (54%) of the 2,244 computing related Ph.D. degrees awarded in the U.S. in 2013. This map illustrates that while non-U.S. residents received more than 50% of the Ph.D.s awarded in the majority of states, there was considerable variation across the states. Interestingly, a Pearson correlation test indicates that the proportion of computing Ph.D. degrees awarded to non-residents in each state was not related to the number of Ph.D. programs available in each state, r = .03, p = .83.