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Educating Diverse Computing Students at the University of Virginia
March 2013 (vol. 46 no. 3)
pp. 52-55
James P. Cohoon, University of Virginia
J. McGrath Cohoon, University of Virginia
Mary Lou Soffa, University of Virginia
This article reports on the University of Virginia Computer Science Department’s efforts to attract and instruct diverse students in undergraduate computing majors. These efforts are important for meeting workforce needs, creative problem-solving, and equitable access to rewarding occupations. The University of Virginia computer science introductory curriculum accommodates different levels of programming experience. There is a course open to all students, a course open only to experienced students, and a course open only to inexperienced students. All three prepare students for CS2. The pedagogy for inexperienced students rests on educational research and is designed for effectiveness with a wide range of students. In addition to using introductory courses for recruiting students, the CS department also reaches out to high school computer science teachers through its Tapestry Workshops. The workshops demonstrate effective pedagogical practices and recruiting strategies that enroll diverse students in computing. These and other efforts have resulted in a rising number and percent of women and representation that is above average for a Ph.D.-granting computer science department.
Index Terms:
Gender issues,Equal opportunities,Computer science education,Programming profession,Education courses,Educational institutions,Professional aspects,Laboratories,Programming profession,Computers,Educational institutions,Conferences,Computers,Programming profession,Laboratories,Programming profession,Educational institutions,Conferences,Computers,Programming profession,Laboratories,Laboratories,Educational institutions,Conferences
Citation:
James P. Cohoon, J. McGrath Cohoon, Mary Lou Soffa, "Educating Diverse Computing Students at the University of Virginia," Computer, vol. 46, no. 3, pp. 52-55, March 2013, doi:10.1109/MC.2013.39
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