Conference Session

Computing and Information Technology Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Paea LePendu, University of California, Riverside; Cecilia Cheung, University of California, Riverside; Mariam Salloum, University of California, Riverside; Pamela Sheffler, University of California, Riverside; Kelly Downey, University of California, Riverside

Tagged Topics

Diversity

Tagged Divisions

Computing and Information Technology

used to examine whether students’ learningoutcomes differed between boys and girls. On the first day of the camp, there was no difference instudents’ perceptions of competence, homework motivation, and school engagement betweenboys and girls, ts < 1.47, ps > .148. Likewise, a month after the conclusion of the camp, therewas no statistically reliable difference between boys and girls on the outcome measures,ts < 1.10, ps > .283. Hence, the camp experiences were similarly effective in these domains oflearning for both boys and girls.6 DiscussionResults show that the code camp is an effective informal learning activity, as it can facilitatestudents’ self-efficacy and engagement in both computing as well as learning in

Conference Session

Computing and Information Technology Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sami N. Rollins, University of San Francisco; Alark Joshi, University of San Francisco; Xornam Apedoe, University of San Francisco; Sophie Engle, University of San Francisco; Matthew Malensek; Gian Bruno, University of San Francisco

Tagged Topics

Diversity

Tagged Divisions

Computing and Information Technology

sought to measure the same thing, the studentsunderstood the questions differently. Finally, the survey and interview results suggest that theCES|CS program is having a positive impact on identity development.Related WorkThis work builds on a body of literature focused on student persistence and success as well asdisciplinary identity.Self-efficacy, Retention, and Academic SupportPerez et al. [3] discuss the impact that professional identity has on retaining students in STEMfields in college. Graham et al. [4] introduced a “persistence framework” that underscores theconnection between persistence (especially in STEM fields) with motivation and confidence(self-efficacy [5]). They discuss three factors that form the persistence framework: (i

Conference Session

Computing and Information Technology Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie J. Lunn, Florida International University; Monique S. Ross, Florida International University; Zahra Hazari, Florida International University; Mark A. Weiss, Florida International University; Michael Georgiopoulos, University of Central Florida; Ken Christensen P.E., University of South Florida; Tiana Solis, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Computing and Information Technology

variablesthat influence an individual’s career behaviors [17–20]. Derived from Bandura’s general socialcognitive theory [29], self-efficacy, outcome expectations, and personal goals are central facets ofthe framework, and are considered foundational aspects for career development [19]. Applying abidirectional causality model, personal attributes (including physical characteristics and affectivestates), actions, and external environment factors describe the influences that shape choices.An overview of SCCT as it pertains to computing careers and preparation is shown in Figure 1,adapted from a combination of Lent et al. [17] and other STEM-specific researchers [30, 31].Achieving mastery of skills (performance and accomplishment), social persuasion

Conference Session

Computing and Information Technology Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shanon Marie Reckinger, University of Illinois at Chicago; Chris Gregg, Stanford University; Bryce E. Hughes, Montana State University Bozeman

Tagged Topics

Diversity

Tagged Divisions

Computing and Information Technology

, 2001). Some of the factors includesattributions where students rated possible reasons for success or failure on the midterm exam to(a) attribution to ability, (b) attribution to task ease/difficulty, (c) attribution to luck, and (d)attribution to effort. They also looked at factors like self-efficacy, previous programmingexperience, gender, and more. The attributions for success/failure were predictive toperformance.This proposed intervention is framed by attribution theory. Attribution theory is aphenomenological approach to the study of behavior. It is approach that focuses on how peopleexplain the reasons for their own and others' behavior. The idea is that two students could take aCS exam and both receive Ds. Student A could be very upset

Conference Session

Computing and Information Technology Division Technical Session 8

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie J. Lunn, Florida International University; Monique S. Ross, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Computing and Information Technology

, and/orthe National Society of Black Engineers Convention [11, 46, 70, 76].In addition, it is important that hiring managers are aware of the gender-bias that pervades manyof the online communities used for recruitment. Stack Overflow is one notable example, wherewomen are often underrepresented [124, 125]. As demonstrated by Vasilescu et al. [124], womenare less likely to become involved for many reasons, among which are fear of unfriendly or hostilereactions to their posts, a lack of self-efficacy, and finding the community to be intimidating.However, having even one female active in a thread makes a female more likely to participate[125]. Also, although GitHub does not explicitly request information about gender, research byTerrell et al