Awakening interest and improving employability: A curriculum that improves the participation and success of women in computer science

Abstract

Today more than ever, engineering and technical fields must be accessible to multiple populations. The challenge of creating a diverse workforce, however, involves more than simply putting a variety of bodies in a classroom. What is taught and how it is taught greatly influence whether students will continue taking technical courses. The College of St. Catherine has developed a model of teaching computer science (CS) to students that both motivates them to take classes beyond those required and makes them more employable. The traditional CS curriculum is infused with industry requirements, guided by the established Parallel Curriculum Model (PCM). Since 2000, 37% (36/84) of the women who took the first CS course at the College ultimately enrolled in at least 3 CS courses or took at least one more CS course than was required by their majors. The College of St. Catherine-the nation's largest college for women-succeeded despite the fact that most students enrolling in the courses had no intention of majoring in CS. How were so many women motivated to take more CS courses during a time when many CS programs across the nation lost students-especially women-starting with the introductory course? To answer this question, a survey was sent out to students/alumnae with a 55% response rate (20/36). Qualitative analysis was used to determine the themes that emerged. Strategies for instruction and evaluation were then identified for 1) encouraging students to continue in their CS education and 2) improving their employability. Although many participants took the first CS course because of a requirement, four main strategies motivated them to take more CS courses: 1) Creating engaging and interactive ways of learning core concepts and typical common practices needed and expected by employers in the industry, such as using and developing test code, troubleshooting, and design documentation 2) Using projects to create a meaningful product that used core concepts and developed transferable skills, such as team work, project management, and communication skills 3) Building a social community within the learning environment that supported and motivated students throughout their computer science education. This was essential in a program that had few to no majors at any given time to tutor students. 4) Incorporating career development, such as resume, portfolio and evaluations, explicitly into the lessons to prepare students for obtaining, securing, and succeeding in a job or computer-based career. Seventy-five percent of the study participants worked or are currently working in an Information Technology (IT) related position. They cited the above four elements as invaluable for their initial employment and continued success. PCM guided our curriculum development to ensure that all aspects necessary for a well-educated student were addressed. This model was originally developed for gifted and talented education. However, it shows promise for technical curricula that prepare students with the essential skills needed to succeed in industry and that awaken interest and excitement about computer science, a field that is quickly losing students, particularly women. © American Society for Engineering Education, 2008.