The CIC regularly engages in research on system interventions that have been proven to broaden participation in computing. We welcome the opportunity to present on these papers and topics.
| Publication (with link) | Venue | Year | Authors | Description |
|---|---|---|---|---|
| An Analysis of the Math Requirements of 199 CS BS/BA Degrees at 158 U.S. Universities | Communications of the ACM, 67 (8) | 2024 | Brodley, C. E., Quam, M. and Weiss, M. | For at least 40 years, there has been debate and disagreement as to the role of mathematics in the computer science curriculum. This paper presents the results of an analysis of the math requirements of 199 computer science (CS) BS/BA degrees from 158 universities, looking not only at which math classes are required, but at how they are used as prerequisites (and corequisites) for CS courses. |
| ACM 2023: CS + X — Challenges and opportunities in developing interdisciplinary computing curricula | ACM Inroads}, 15(3) | 2024 | Brodley, C. E., Barr, V., Gunter, E., Guzdial, M., Libeskind-Hadas, R., and Manaris, B | Interdisciplinary undergraduate computing curricula are of growing interest to students, institutions of higher learning, and employers, and range from single interdisciplinary courses to full majors. In this paper, we survey the range of types of CS+X programs and give recommendations for engaging with the opportunities and challenges in developing such programs. |
| Does Curricular Complexity in Computer Science Influence the Representation of Women CS Graduates? | Proceedings of the 55th ACM Technical Symposium on Computer Science Education | 2024 | Lionelle, A., Quam, M., Gill, C. and Brodley, C. E. | In this paper we investigate the relationship between curricular complexity and the representation of women earning CS degrees. To do this, we created curricular maps of 60 computer science degrees and calculated measures such as program complexity, course blocking, delay factor, and total math/CS credits. Our results show that degree complexity, blocking factor, and delay factor are all inversely related to the representation of women. We also present the courses that most commonly impede student progress and provide suggestions to improve degree plans. |
| Top Ten List for Making a Great “Major Requirements” Web Page | CIC White Paper | 2024 | Quam, M. | This “Top Ten” list accompanies the article “Does Curricular Complexity in Computer Science Influence the Representation of Women CS Graduates.” In mapping the curricular complexity of 60 CS degrees, the CIC identified the following best practices that departments can follow to make their degree requirements website both accurate and welcoming. |
| The BPC Relevance of Common Assessment in the Introductory Sequence | Communications of the ACM, 67 (7) | 2024 | Brodley, C. E. and Gill, C. | Common assessment (i.e., shared assignments and exams) across sections of the introductory computing sequence is key to creating an equitable learning environment. Students arrive at the introductory computing sequence with wide-ranging levels of prior coding experience. Common assessment ensures students are able to achieve the stated learning goals and advance to the next class. Common assessment also makes it possible for students to choose which teaching assistant they see based on scheduling, learning style, or intersectional identity, etc. |
| Visualizing Progress in Broadening Participation in Computing: The Value of Context | Communications of the ACM, 67 (7) | 2024 | Barr, V., Brodley, C. E. and Pérez-Quiñones, M. | In this paper, we discuss the challenges of using the standard approaches to understanding representation in computer science. We present a series of visualizations that analyze intersectional representation in computing in the context of university demographics across all degrees, and over time. We then turn to examine how well the information-based metrics of diversity used in many other disciplines can serve to analyze demographic diversity in computing. |
| Collecting, Analyzing, and Acting on Intersectional, Longitudinal Data and Pass/Fail/Withdraw Rates in Computing Courses | Proceedings of the 55th ACM Technical Symposium on Computer Science Education | 2024 | Muzny, F., Giordano, M., Sommers, E. and Brodley, C. E. | In this paper, we present three case studies grounded in an analysis of the first programming class (“CS1”), demonstrating how an institution can use student outcome data to understand their program and develop interventions that broaden participation in computing. |
| Teaching Assistant Training: An Adjustable Curriculum for Computing Disciplines | Proceedings of the 54th ACM Technical Symposium on Computer Science Education | 2023 | Muzny, F. and Shah, M. D. | We present an adaptable curriculum for training undergraduate and graduate teaching assistants (TAs) in computing disciplines that is modular, synchronous, and explicitly mirrors the teaching techniques that are used in our classes. Our curriculum is modular, with each component able to be expanded or compressed based on institutional needs and resources. It is appropriate for TAs from CS1 through advanced computing classes. Our TA training resources are available here. |
| Systematizing Solutions to Attrition in University Computing | CIC White Paper | 2023 | Brodley, C.E. | In this white paper, the CIC draws on the work done with more than 60+ of the largest computing departments in the country (representing 25% of all US computing graduates) and shares observations on what computing department leaders can do to ensure the durability or “stickiness” of the BPC changes they make. |
| On the BPC Importance of Advising | CIC White Paper | 2023 | Alvarado, C. and Brodley, C. E. | As schools make changes to their intro computing course sequence and the degree, it is essential to update and align core co-curricular supports in parallel. Above all, it is paramount that computing leadership include academic advisors in their conversations about curricular and structural changes and empower advisors to help students navigate the different pathways through the computing degree. |
| Expanding the Pipeline: Addressing the distribution of prior experience in CS1 | Computing Research Association News, 34 (6) | 2022 | Brodley, C. E. | The CIC believes that a student should be able to discover computing in college. CS is only offered (often as an elective) in 57% of U.S. high schools – those located in the most privileged and well resourced geographies in the country. Therefore, it is imperative that university computing departments create a pedagogical infrastructure that properly handles the wide distribution of prior experience. |
| Why Universities Must Resist GPA-based Enrollment Caps in the Face of Surging Enrollments | Communications of the ACM, 65 (8) | 2022 | Brodley, C. E. | Computing departments face a challenging combination of forces: soaring student enrollments and lagging resources. On the face of it, it seems logical to respond by capping enrollments, and by far the most popular method in the US is to set a minimum grade-point average threshold (calculated for courses in the introductory CS sequence) for entry to the major. Although this might appear like a fair way to determine who gets into the major, it is inequitable. This White Paper explains the ways in which GPA-based caps work at cross purposes with BPC goals, and offers alternate solutions. |
| Broadening Participation in Computing via Ubiquitous Combined Majors (CS+X) | Proceedings of the 53rd ACM Technical Symposium on Computer Science Education | 2022 | Brodley, C. E., Hescott, B. J., Biron, J., Pekin, M., Maravetz, S. and Mislove, A. | As computing becomes increasingly relevant to all disciplines, interdisciplinary computing degrees become increasingly important. These interdisciplinary majors: 1) address the increasing need for computing knowledge across all disciplines; 2) have the potential to increase a student’s employability and they give employers the opportunity to hire students who are trained in two fields relevant to the company; 3) by reducing the number of requirements for the computing degree, can alleviate some of the pressure faced by CS departments from booming enrollments on the upper-division courses; and 4) broaden participation in computing. |
| Diagnosing why Representation Remains Elusive at your University: Lessons Learned from the Center for Inclusive Computing’s Site Visits | Proceedings of the Annual Conference on Research in Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT) | 2021 | Brodley, C. E., Gill, C. and Wynn, S. | In this paper, we detail the structure and content of the CIC’s 2021 site visit methodology to enable the leaders in undergraduate computing programs to identify their unique challenges and position themselves to implement well-informed broadening participation strategies. |
| CS 0: Culture and Coding | Proceedings of the 51st ACM Technical Symposium on Computer Science Education | 2020 | Lionelle, A., Grinslad, J. and Beveridge, J, R. | Many universities offer an introductory computing class for non-majors but often this class does not easily or obviously connect to additional coursework or the opportunity to major. The ideal CS0 – from a BPC perspective – is one designed to encourage non-CS majors to discover computing and pursue additional coursework if they find they like it. |
| An MS in CS for non-CS Majors: Moving to Increase Diversity of Thought and Demographics in CS | Proceedings of the 51st ACM Technical Symposium on Computer Science Education | 2020 | Brodley, C. E., Barry, M., Connell, A., Gill, C., Gorton, I., Hescott, B., Lackaye, B., LuBien, C., Razzaq, L., Shesh, A., Williams, T. and Danyluk, A. | We have created, piloted and are growing the Align program, a Master of Science in Computer Science (MS in CS) for post-secondary graduates who did not major in CS. Our goal is to create a pathway to CS for all students, with particular attention to women and underrepresented minorities. In this paper, we present our “Bridge” curriculum, which is a two-semester preparation for students to then join the traditional MS in CS students in master’s-level classes. We describe co-curricular activities designed to help students succeed in the program. We present our empirical findings around enrollment, demographics, retention and job outcomes. Among our findings is that Align students outperform our traditional MS in CS students in grade point average. At the time of publication, 137 students had graduated from the program and 827 were enrolled. As of 2024, there are over 1,800 graduates and 2,000 students currently enrolled. Watch a companion video to this paper here. |