Asee peer logo

Engendering Community to Computer Science Freshmen through an Early Arrival Program

Download Paper |

Conference

2020 ASEE Virtual Annual Conference Content Access

Location

Virtual On line

Publication Date

June 22, 2020

Start Date

June 22, 2020

End Date

June 26, 2021

Conference Session

NSF Grantees: First Year Programming (2)

Tagged Topics

Diversity and NSF Grantees Poster Session

Page Count

6

DOI

10.18260/1-2--34545

Permanent URL

https://peer.asee.org/34545

Download Count

78

Request a correction

Paper Authors

biography

Alark Joshi University of San Francisco

visit author page

Alark Joshi is an Associate Professor in the Department of Computer Science at the University of San Francisco. He was a co-PI on the IDoCode project (http://coen.boisestate.edu/cs/idocode/) that led to a change in the landscape of computer science teacher preparation and education in the state of Idaho. Currently, he is a co-PI on the S-STEM proposal focused on engaging students in the local community to enable successful outcomes for them with respect to courses and internships/jobs.

He received his Ph.D in Computer Science from the University of Maryland Baltimore County, his M.S. in Computer Science from the University of Minnesota and his B.S. degree from the University of Pune, India.

visit author page

author page

Gian Bruno

author page

Xornam Apedoe University of San Francisco

author page

Sophie Engle University of San Francisco

author page

Sami Rollins University of San Francisco

author page

Matthew Malensek University of San Francisco

Download Paper |

Abstract

As Computer Science departments see increasing enrollments, first generation college students and students from low-income backgrounds often suffer due to larger class sizes, scarcity of resources (such as fewer opportunities and longer waits to meet one-on-one with the professor or teaching assistant), and lack of community. Computer science as a field continues to struggle with recruiting and retaining diverse students. This leads to students struggling to find a community of like-minded students with whom they can study, take classes, attend departmental events, and so on.

In our project, funded by the NSF S-STEM program, we are investigating the benefits of sustained support structures to help academically talented students from low-income backgrounds. As part of this program, before their first year at our university, we conducted a one-week Early Arrival program (Head Start) to introduce students to educational resources on campus as well as to introduce them to preliminary computer science concepts. The Head Start program also includes social activities with faculty, current students, student leaders from our department's student organizations, and tutors from the peer tutoring center in our department. The program was open to other incoming local freshmen as well. This helped students in our program make connections with other incoming students.

Based on the survey conducted at the end of the Head Start program, the sessions the students found most useful were an introduction to the major requirements and a discussion of potential career paths for CS majors. The students also were extremely satisfied with the organized social events with student leaders from Women in Tech and the Diversity in Computing student groups in our department. The Faculty Scavenger Hunt, which was designed to allow students to get to know the faculty members in the department in a fun and engaging manner, was also rated highly by students. Students were not as satisfied with workshops focused on general study skills and time management. In the future we plan to rework these sessions to include a more clear connection to the CS major

One of the key goals of the Head Start program is to build student confidence and a support structure that will encourage students to leverage available resources during their remaining years of study. All but one student indicated that they felt the Head Start program left them very prepared or extremely prepared to take advantage of the resources available in the college. Student comments suggest that overall, the program was successful: “Getting to know the community was amazing, and the information was valuable to receive.” “I thought it was a thoughtful, helpful program that made me better overall as a CS student.” We are encouraged by these survey results and student comments. We will build on this head start experience as an important part of the larger project to prepare low-income, academically talented students for the technology workforce by offering a comprehensive suite of structured opportunities to learn from and contribute back to the departmental, technical, and broader local community.

Joshi, A., & Bruno, G., & Apedoe, X., & Engle, S., & Rollins, S., & Malensek, M. (2020, June), Engendering Community to Computer Science Freshmen through an Early Arrival Program Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34545

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2020 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015