Tag Archive: Mentoring

CRA Looking to Develop a Mentoring Program for NSF’s CSGrad4US Graduate Fellowship

In response to the National Science Foundation (NSF) Computer and Information Science and Engineering (CISE) Directorate’s recently announced CSGrad4US Fellowship program, the Computing Research Association’s Education (CRA-E) and Widening Participation (CRA-WP) committees, with CRA support, are exploring the development of a CSGrad4US Mentoring Program to support recipients of the CSGrad4US Fellowship. The goals of the mentoring program would be (1) to guide returning students through the application process towards a successful CS Ph.D. admission and school selection and (2) to mentor them through the transition to Ph.D. graduate study during the first year. The CSGrad4US Mentoring Program would include both a group mentoring component addressing general aspects of the graduate application process and an individual coaching component.

Interested in serving as a mentor or coach?
More information and a sign-up opportunity will be posted on CRA, CRA-E and CRA-WP websites in the spring. Click here to subscribe to updates.

Expanding the Pipeline – Minding the Gaps in the CS Pipeline: The MSCS Degree

Education presents a complex and confusing landscape. The traditional view of a CS education pipeline flowing from elementary through secondary, postsecondary, and graduate education is an oversimplification – one that may hinder our efforts to diversify computing. This simplification encourages a focus on educational efforts based on retention across stages and the traditional transitions between them, ignoring the fact that successful students may enter or re-enter CS education through a variety of nonstandard onramps. 

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.

Faculty MentoringFaculty Mentoring

Nominations Open for 2018 CRA-E Undergraduate Research Faculty Mentoring Award

This award program honors faculty members in computing who have made a significant impact on students they have mentored. The CRA-E Undergraduate Research Faculty Mentoring Award recognizes faculty members who have provided exceptional mentorship and undergraduate research experiences and, in parallel, guidance on admission and matriculation of these students to research-focused graduate programs in computing.


Expanding the Pipeline – Engaging Undergraduates in Research: UC San Diego Early Research Scholars Program

Engaging undergraduates in research can be an effective way to increase their confidence, perception of science, and sense of belonging. But at many large research universities, it can be difficult for undergraduate students—especially early undergraduates—to find research opportunities. Furthermore, even when they find opportunities, they might not have the background, training, or support to be successful. These issues are particularly acute for women and other underrepresented groups in computer science as they tend to have less pre-college computer science experience. The program is working with CERP to understand the impact ERSP has on its participants.

Career Mentoring WorkshopCareer Mentoring Workshop

CRA Women Early and Mid Career Mentoring Workshops

CRA’s Committee on the Status of Women in Computing Research (CRA-W) will host early and mid career mentoring workshops on November 19-20 in Washington, D.C. The goal of these workshops is to provide an environment for mentoring, practical information, advice, and support among researchers and educators in computing. The application is free, there is a $250 registration fee for the workshop (for those accepted), and CRA-W will reimburse participants for expenses (hotel and airfare) after the workshop. In order to receive reimbursement applicants must be affiliated with a U.S. institution or be employed in the U.S. These workshops are open to individuals in their early career in education, research and labs, and mid career in education, research, and labs. Learn more about the CRA-W Career Mentoring Workshops here.

CERP InfographicCERP Infographic

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.