Resources

Which computing majors are right for me?

Which computing majors are right for me?

This card, co-branded with ACM, explains how computing interests and talents line up with different undergraduate degrees and the careers that follow.

How Do Admissions Criteria Affect Women's Representation in Graduate Computing? Attempts to Equalize a Subjective Process (Case Study 1)

How Do Admissions Criteria Affect Women's Representation in Graduate Computing? Attempts to Equalize a Subjective Process (Case Study 1)

When admission committee members minimize the biasing effects of stereotypes and consider applicants’ membership in an under-represented group as a positive characteristic, they promote diversity. By looking carefully at women and considering their life experiences, University of California, San Diego and University of California, Berkeley admit more women students than their peer institutions.

How Do You Provide Intentional Role Modeling? Regional Celebrations of Women in Computing - R-CWIC (Case Study 1)

How Do You Provide Intentional Role Modeling? Regional Celebrations of Women in Computing - R-CWIC (Case Study 1)

In addition to demonstrating expertise and experience, intentional role models display their strengths and weaknesses and help observers see how they could attain a similar position. Role modeling is less interactive than mentoring, but is often a component of mentoring relationships. Women attending the Indiana and Ohio Celebrations of Women in Computing observe role models who are keynote speakers from technical fields, panelists with technical careers in industry, and presenters of technical papers.

NCWIT Fact Sheet

NCWIT Fact Sheet

The NCWIT Fact Sheet provides a one-page description of NCWIT at-a-glance: who we are, why we exist, the three-prong strategy, program results, etc.

How Do Stereotype Threats Affect Retention? Better Approaches to Well-Intentioned, but Harmful Messages (Case Study 1)

How Do Stereotype Threats Affect Retention? Better Approaches to Well-Intentioned, but Harmful Messages (Case Study 1)

Stereotype threat harms both performance and motivation by reducing our feelings of competence, belonging, and trust in our colleagues. However, careful thought, education, and regular assessment of diversity practices can help minimize incidents of stereotype threat. Examples show how instructors and advisors can minimize stereotype threat by creating an accepting environment where students feel at ease and are recognized for their achievements. In addition, student test scores improve and gender gaps are eliminated when students are taught that intelligence increases through effort.

Talking Points

Comparing U.S. K-12 Students' Math and Science Performance Internationally: What are the facts, what do they mean for educational reform, and how do I talk effectively about the issues?

In the popular press and in public debate, one often hears that U.S. students are performing poorly in math and science in comparison to other countries. What is the basis for these claims? What are students’ actual scores and rankings? How should we interpret and use these scores? A better understanding of the evidence is important for making effective policy decisions that affect computer science and other STEM fields.

Why Should Young People Consider Careers in Information Technology?

Created for school counselors by Counselors for Computing (C4C), a project of the NCWIT K-12 Alliance made possible by the Merck Company Foundation, this card gives adults talking points and additional resources for a conversation with their students, children, and/or other young people. The main message is that IT offers meaningful work, security and high salaries with a bachelor’s degree, and flexibility and variety. Information is provided to address these specific questions: What should you tell a young person about a career in IT?

How Does Engaging Curriculum Attract Students to Computing? Media Computation at Georgia Tech (Case Study 1)

How Does Engaging Curriculum Attract Students to Computing? Media Computation at Georgia Tech (Case Study 1)

Making curricula more relevant to students, introducing collaborative learning into the classroom, and tailoring courses to different student experience levels benefit female as well as male students. This approach to introductory computing involves encouraging social interaction and creativity while presenting subject matter that is relevant to non-computing majors. Evaluation at Georgia Tech showed that the Media Computation approach resulted in increased student success rates (earning an A, B, or C) from 72 percent to about 85-90 percent.

Stereotype Threat Cover Slide

Stereotypes and Stereotype Threat Affect Computing Students

This slide deck is a companion piece to the NCWIT Talking Point Card Talk with Faculty Colleagues About Stereotype Threat (www.ncwit.org/stereotypethreattp). You can hand out the card to your colleagues and then share these slides at a faculty meeting. 

Information Technology: How the power of IT and the power of women will power the future

Information Technology: How the power of IT and the power of women will power the future

A report on the importance of IT to our future, and why women's participation matters.

How Do You Introduce Computing in an Engaging Way? Storytelling (Case Study 1)

How Do You Introduce Computing in an Engaging Way? Storytelling (Case Study 1)

Engage students not already drawn to computing by creating academic and social environments where these students feel like they belong. Students respond positively to solving real-life problems that draw on their existing knowledge and interests and that involve collaboration in hands-on projects. By focusing on problem-solving skills, the computer programming environment “Learning to Program with Alice” takes a new approach that helps students see programming as a series of causal relationships.

How Do You Mentor Faculty Women? Georgia Tech Mentoring Program for Faculty Advancement (Case Study 1)

How Do You Mentor Faculty Women? Georgia Tech Mentoring Program for Faculty Advancement (Case Study 1)

Faculty mentoring programs help junior faculty to acclimate and promote relationships that can cover a broad range of topics. These programs enhance career commitment and self-confidence in women. Successful programs initiate mentor pairings early for new faculty and formally facilitate the relationship until the mentor-protégé bond is established.

What Makes Electronic Mentoring Effective? MentorNet - www.MentorNet.net (Case Study 1)

What Makes Electronic Mentoring Effective? MentorNet - www.MentorNet.net (Case Study 1)

By removing time and location constraints, e-mentoring allows women to connect with many more women than face-to-face mentoring permits. It can also promote more open mentor-protégé communication by limiting status differences. MentorNet is an online resource for women in engineering and science who seek one-on-one guidance from mentors in their respective fields. By providing mentors with online resources for training, coaching, and consulting, MentorNet provides positive structure for the mentor- protégé relationship. Both mentors and protégés report benefiting from the program.

How Do You Retain Women Through Inclusive Pedagogy? Equal Access: Inclusive Strategies for Teaching Students with Disabilities (Case Study 3)

How Do You Retain Women Through Inclusive Pedagogy? Equal Access: Inclusive Strategies for Teaching Students with Disabilities (Case Study 3)

Women and minority students are not in computing courses under the same conditions as their white male classmates. Instructional practices offer opportunities to level the playing field and improve the retention of underrepresented students. More students with learning and physical disabilities are in the educational pipeline than ever before. Being aware of the issues, tools, and services for students with disabilities makes it easier for them to learn and for you to teach them.

Pages