![]() ![]() “One of the many benefits of paying attention to diversity is that it shines a light on things we can do better,” said Craig Partridge, computer science department chair. These results have been peer reviewed and accepted for publication at the premier conference for computer science educators, the 2022 Special Interest Group on Computer Science Education (SIGCSE) Technical Symposium on Computer Science Education.ĬSedU’s novel research is supported by the Center for Inclusive Computing at Northeastern University and aligns with the computer science department’s BRAID mission, using research-driven practices to improve diversity, equity and inclusion. Every intervention participant passed the course with a grade of C or better, and the group’s DFW rate (a grade of D, F, or withdraw) plummeted from 59% to zero. Next, researchers identified at-risk students in CS2 and offered them a voluntary study skills intervention that leveraged techniques grounded in psychology. They first redesigned the CS1 course from the ground up using spiral methodology, which improved performance 9%, increased retention of women 19% and helped students recall information in future courses. Previous solutions focused on making small changes to teaching methodology, but a new CSU research group – Computer Science Education (CSedU) – tried an innovative idea. How can universities improve student performance and retention in these initial courses? That means students need to pass beginning computer science courses (CS1 and CS2). To meet the urgent need for computing professionals, we must train and graduate more computer science majors. About one third of the students fail or drop out. (Photo: John Eisele, CSU)įor decades education researchers have struggled with a stubborn problem: computer science introductory courses are notoriously difficult. ![]() CSedU researchers (L-R): Ross Beveridge, Albert Lionelle, Elisa Cundiff, Marcia Moraes, Sudipto Ghosh, Nate Blanchard, Shannon Ourada, Vidya Gaddy, Dave Matthews.
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