skip to main content

Attention:

The NSF Public Access Repository (NSF-PAR) system and access will be unavailable from 5:00 PM ET until 11:00 PM ET on Friday, June 21 due to maintenance. We apologize for the inconvenience.


Search for: All records

Award ID contains: 2137791

Note: When clicking on a Digital Object Identifier (DOI) number, you will be taken to an external site maintained by the publisher. Some full text articles may not yet be available without a charge during the embargo (administrative interval).
What is a DOI Number?

Some links on this page may take you to non-federal websites. Their policies may differ from this site.

  1. Involving diverse individuals who bring different perspectives, experiences, and disciplinary knowledge in solving problems is critical to our nation's ability to innovate and compete in a global economy. Unfortunately, the trends in the number of graduates with advanced degrees, particularly ethnically and racially diverse citizens and permanent residents, are insufficient to meet current and future national needs. This is exacerbated in computing, which is one of the least diverse fields. Despite the growth in numbers of Hispanics nationally and their representation in undergraduate studies, the number of Hispanic citizens and permanent residents who enter and complete graduate computing studies is disturbingly low. Studies report that Hispanic graduate students across all fields of study feel isolated and alienated, face a lack of support, experience low expectations from faculty, and a negative racial/ethnic climate. Students often encounter a STEM culture centered on competition and selectivity, and this must be addressed to increase pathways to the doctorate to support our nation's economic and national security goals. This paper describes a collective effort of institutions with high enrollments of Hispanic students that have built partnerships among non-doctoral-granting and doctoral-granting institutions to increase the representation of Hispanics in graduate studies. Led by NSF's Eddie Bernice Johnson Computing Alliance of Hispanic-Serving Institutions (CAHSI), the collective employs evidence-based practices grounded in the Hispanic-servingness literature to address the root causes. 
    more » « less
    Free, publicly-accessible full text available October 18, 2024
  2. Utilizing the Affinity Research Group (ARG) model, the Computing Alliance of Hispanic Serving Institutions (CAHSI) has provided training for faculty and student research experiences for decades. ARG, a CAHSI signature practice, focuses on deliberate, structured faculty and student research, with accompanying technical, communication, and professional skills development. In the latest iterations that have spanned the pandemic and its recovery, CAHSI has iterated on a virtual training and support network for faculty and students interested in broadening the participation of Hispanic undergraduate students in computer science to increase the number of Hispanics who move on to graduate studies in the field. This work-in-progress paper analyzes shifting support structures during a multi-year effort to promote undergraduate research development using the Affinity Research Group (ARG) model. As CAHSI grows to include research-intensive universities that have recently reached the 25% Hispanic enrollment threshold, the faculty mentor training has evolved to emphasize a growth mindset and asset-based frameworks for working with undergraduate students in research, particularly important in computing departments where graduate students are more commonly engaged in research. The paper describes areas of need as the populations of faculty and students shift. It addresses the questions: R1) How do faculty engaged in the LREU shift perspectives regarding a) student selection for research, b) pedagogical purposes of research for student development, and c) their ability to implement ARG? R2) To what extent do designed elements of the LREU professional development inform faculty practice and faculty perspectives regarding undergraduate research? 
    more » « less
    Free, publicly-accessible full text available October 18, 2024
  3. Lu, B. ; Alvin, C. (Ed.)
    While undergraduate Computer Science (CS) degree programs typically prepare students for well-established roles (e.g. software developer, professor, and designer), several emergent CS career roles have gained prominence during the 21st century. CS majors (and students considering CS as a major) are often unaware of the wide range of careers available to job candidates with a CS background. This experience report describes seven innovative courses that broaden awareness of CS career roles and prepare students for technical interviews. Five courses prepared students for these career roles: Full-Stack Developer, Product Manager, ML or NLU Scientist, Technical Entrepreneur, and User Experience Designer/Developer/Researcher. The other two courses had traditional content but explicitly prepared students for technical interviews. These courses were co-developed by industry professionals and CS professors, and co-taught during a semester-long academic program. This paper highlights the replicable aspects of the program: the courses, teaching practices, and evaluation instruments (a teaching practices inventory and a data structures inventory). 
    more » « less
  4. The Computing Alliance of Hispanic Serving Institutions (CAHSI), a national INCLUDES alliance, is committed to supporting students in attaining credentials in computing. Its latest effort focuses on advancing undergraduate computing majors into graduate school to address the low numbers of Hispanics, or Latinx, attaining graduate degrees in computing. CAHSI expands adoption of evidence-based, multi-institutional graduate support structures that lead to Latinx students’ success. This paper describes strategic efforts to address well-documented barriers among graduate students (across all areas of study), e.g., feeling of isolation, lack of support structures, deficit thinking, and negative departmental climate. 
    more » « less
  5. This paper presents an innovative approach, applicable to all research-based fields, that identifies and broadly engages future computer science researchers. The Computing Alliance of Hispanic Serving Institutions (CAHSI) piloted a national virtual Research Experience for Undergraduates (vREU) during the summer of 2020. Funded by an NSF grant, the goal of the program was to ensure that students, in particular those with financial need, had opportunities to engage in research and gain critical skills while advancing their knowledge and financial resources to complete their undergraduate degrees and possibly move to advanced studies. The vREU pilot provided undergraduate research experiences for 51 students and 21 faculty drawn from 14 colleges and universities. The Affinity Research Group (ARG) model, based on a cooperative learning model, was used to guide faculty mentors throughout the eight-week vREU. ARG is a CAHSI signature practice with a focus on deliberate, structured faculty and student research, technical, communication, and professional skills development. At weekly meetings, faculty were provided resources and discussed a specific skill to support students’ research experience and development, which faculty put into immediate practice with their students. Evaluation findings include no statistical difference in student development between the face-to-face and virtual models with faculty and the benefit of training as an opportunity for faculty professional growth and impact. This faculty development model allows for rapid dissemination of the ARG model through practice and application with weekly faculty cohort meetings, coaching, and reflection. 
    more » « less
  6. This paper describes the ways in which an established K12 informal learning program, called Young Women in Computing (YWIC), utilizes culturally sustaining pedagogical practices to support learning, development, and leadership of youth outreach participants as well as undergraduate instructional staff. Authors emphasize the leadership roles undergraduates (here, authors 1-3) play in developing and implementing outreach designed and embodied at a Hispanic[1]Serving Institution. The three themes illustrated in this study include (1) opportunities for agency, or ownership, choice and autonomy for undergraduate leaders, (2) an emphasis on relationality, or developing personal relationships among undergraduate leaders and youth, and (3) the multiplicity of relevant knowledge and “ways of knowing” which contribute to viable pathways into computing. This paper argues the elevation of undergraduates better apprentices the next diverse educators and leaders in computing. 
    more » « less