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Enhancing Inclusion in Computer Science Education
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Author(s): Donald D. Davis (Old Dominion University, USA), Debra A. Major (Old Dominion University, USA), Janis V. Sanchez-Hucles (Old Dominion University, USA), Sandra J. DeLoatch (Norfolk State University, USA), Katherine A. Selgrade (Old Dominion University, USA), Shannon K. Meert (Old Dominion University, USA), Nikki L. Jackson (Norfolk State University, USA), Heather J. Downey (Old Dominion University, USA)and Katherine M. Fodchuk (Old Dominion University, USA)
Copyright: 2006
Pages: 7
Source title:
Encyclopedia of Gender and Information Technology
Source Author(s)/Editor(s): Eileen M. Trauth (Pennsylvania State University, USA)
DOI: 10.4018/978-1-59140-815-4.ch042
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Abstract
We describe an intervention that uses computer science (CS) faculty and students to create an inclusive learning environment. Our intervention model assumes that persistence and retention are the result of a match between student motivation and abilities and the university’s social and academic characteristics. This match in turn influences the effective integration of students with the university and, as a result, their persistence and retention (Cabrera, Castaneda, Nora, & Hengstler, 1992; Tinto, 1993). We are currently implementing and evaluating this intervention at Old Dominion University, a research intensive urban university with a culturally diverse student body, and Norfolk State University, an urban and historically black university (HBCU) that primarily emphasizes teaching.
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