Computer science is seeing a decline in enrollment at all levels of education, including undergraduate and graduate study. This paper reports on the results of a study conducted at the University of Illinois at Urbana-Champaign which evaluated students attitudes regarding three areas which can contribute to improved enrollment in the Department of Computer Science: Recruitment, preparation and retention. The results of our study saw two themes. First, the department's tight research focus appears to draw significant attention from other activities -- such as teaching, service, and other community-building activities -- that are necessary for a department's excellence. Yet, as demonstrated by our second theme, one partial solution is to better promote such activities already employed by the department to its students and faculty. Based on our results, we make recommendations for improvements and enhancements based on the current state of practice at peer institutions.
The vast majority of research on the decreasing enrollment throughout computer science education repeatedly focuses on two potential "solution" areas: recruitment and retention, which involve getting more students to join and keeping those who have joined @cite_7 @cite_16 @cite_11 . Recruitment entails attracting K-12 students to computer science and often involves outreach efforts which attempt to make computer science look "cool," exciting, useful, and rewarding. In addition, when recruiting underrepresented students in particular, researchers often recommend opening up admissions criteria without lowering standards, welcoming reentry students, and providing opportunities to bridge educational gaps that students might have between their previous education and the entry-level courses at the university @cite_16 @cite_21 .
@cite_16 @cite_21 @cite_7 @cite_11
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T his document is the report of a workshop that convened a group of experts to discuss the recruitment and retention of women in Computer Science and Engineering (CSE) Graduate Programs. (1) Participants included long-time members of the CSE academic and research communities, social scientists engaged in relevant research, and directors of successful retention efforts. (2) The report is a compendium of the experience and expertise of workshop participants, rather than the result of a full-scale, scholarly study into the range of issues. Its goal is to provide departments with practical advice on recruitment and retention in the form of a set of specific recommendations. Women are significantly underrepresented in CSE academic departments [5][40]. As computing technology becomes increasingly pervasive, this underrepresentation translates into a loss of opportunity for individuals, a loss of talent to the workforce, and a loss of creativity in shaping the future of society. While there are many causes of this underrepresentation some rooted in early socialization and primary educational experiences academic departments at the university level nevertheless can have an effect [6][7]. In particular, an improvement at the graduate level in recruitment and retention (and thus in graduation rates) would enable more women to move into visible and influential positions in the CSE community. The increasing presence of these women would provide positive role models and mentors. In order to treat all students fairly, educators must pay attention to gender-based traits. Although in characterizing behaviors one must be careful to acknowledge the existence of individual differences and to avoid stereotyping, there is a large body of information on gender traits. There is strong evidence, for example, that women, even though they perform at the same levels, have less confidence in their abilities and individual accomplishments than men [2][17][36][39][43]. Women are often less aggressive than male students in promoting themselves, attempting new or challenging activities, and pursuing awards or fellowships. There is evidence that females come to computing as only one interest among many, and are thus less single-minded than their male counterparts [27]. Often women report feeling "out of place" in the male-dominated, hacker culture [3] [22] [28]. In light of such differences, some of our recommendations are gender-specific. Most, however, are not. The adoption of our recommendations would improve the educational environment for all students. The recommendations are given in two sections, the first This paper recommends methods for increasing female participation in undergraduate computer science. The recommendations are based on recent and on-going research into the gender gap in computer science and related disciplines They are intended to work in tandem with the Computing Research Association's recommendations for graduate programs (see [18] in this issue) to promote a general increase in women's participation in computing professions.Most of the suggestions offered here could improve the educational environment for both male and female students. However, general improvements are likely to be of particular benefit to women because women in our society do not generally receive the same level of support that men receive for entering and persisting in this field. Parents, friends, and classmates seldom encourage women to choose and continue in a computing discipline. Those few women who declare a computing major tend to experience continued lack of support throughout their education. They have few female peers to call on for help. Furthermore, students in their own and other majors may consider them odd. Even faculty can discourage women with unthinking remarks or with expectations based on the assumption that men's behavior and experience are the basis for success in computing majors. This lack of support can block or weaken women's commitment to computing. Moreover, when conditions in a department are generally unfavorable, those with a weakened commitment to the discipline often leave at higher rates than those who have sufficient support to overcome the conditions. Whether teaching in a classroom or a Massive Online Open Course it is crucial to present the material in a way that benefits the audience as a whole. We identify two important tasks to solve towards this objective, 1 group students so that they can maximally benefit from peer interaction and 2 find an optimal schedule of the educational material for each group. Thus, in this paper, we solve the problem of team formation and content scheduling for education. Given a time frame d, a set of students S with their required need to learn different activities T and given k as the number of desired groups, we study the problem of finding k group of students. The goal is to teach students within time frame d such that their potential for learning is maximized and find the best schedule for each group. We show this problem to be NP-hard and develop a polynomial algorithm for it. We show our algorithm to be effective both on synthetic as well as a real data set. For our experiments, we use real data on students' grades in a Computer Science department. As part of our contribution, we release a semi-synthetic dataset that mimics the properties of the real data. Display Omitted ContextNumerous open source software projects are based on volunteers collaboration and require a continuous influx of newcomers for their continuity. Newcomers face barriers that can lead them to give up. These barriers hinder both developers willing to make a single contribution and those willing to become a project member. ObjectiveThis study aims to identify and classify the barriers that newcomers face when contributing to open source software projects. MethodWe conducted a systematic literature review of papers reporting empirical evidence regarding the barriers that newcomers face when contributing to open source software (OSS) projects. We retrieved 291 studies by querying 4 digital libraries. Twenty studies were identified as primary. We performed a backward snowballing approach, and searched for other papers published by the authors of the selected papers to identify potential studies. Then, we used a coding approach inspired by open coding and axial coding procedures from Grounded Theory to categorize the barriers reported by the selected studies. ResultsWe identified 20 studies providing empirical evidence of barriers faced by newcomers to OSS projects while making a contribution. From the analysis, we identified 15 different barriers, which we grouped into five categories: social interaction, newcomers' previous knowledge, finding a way to start, documentation, and technical hurdles. We also classified the problems with regard to their origin: newcomers, community, or product. ConclusionThe results are useful to researchers and OSS practitioners willing to investigate or to implement tools to support newcomers. We mapped technical and non-technical barriers that hinder newcomers' first contributions. The most evidenced barriers are related to socialization, appearing in 75 (15 out of 20) of the studies analyzed, with a high focus on interactions in mailing lists (receiving answers and socialization with other members). There is a lack of in-depth studies on technical issues, such as code issues. We also noticed that the majority of the studies relied on historical data gathered from software repositories and that there was a lack of experiments and qualitative studies in this area.