A summer introductory programming course with diversity awareness
Considering the need to close the gap that exists in the IT sector, universities play a fundamental role in teaching women and men how to program. The Universidad de los Andes and the CSBridge association of Stanford University joined forces to teach High School students how to code in the Colombian...
- Autores:
-
Ortiz Jaramillo, Isabela
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2023
- Institución:
- Universidad de los Andes
- Repositorio:
- Séneca: repositorio Uniandes
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.uniandes.edu.co:1992/68457
- Acceso en línea:
- http://hdl.handle.net/1992/68457
- Palabra clave:
- Gender
Programming Skills
Python
IT Gap
Education
Ingeniería
- Rights
- openAccess
- License
- Attribution-NonCommercial-NoDerivatives 4.0 Internacional
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A summer introductory programming course with diversity awareness |
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A summer introductory programming course with diversity awareness |
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A summer introductory programming course with diversity awareness Gender Programming Skills Python IT Gap Education Ingeniería |
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A summer introductory programming course with diversity awareness |
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A summer introductory programming course with diversity awareness |
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A summer introductory programming course with diversity awareness |
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A summer introductory programming course with diversity awareness |
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A summer introductory programming course with diversity awareness |
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Ortiz Jaramillo, Isabela |
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Garcés Pernett, Kelly Johany |
| dc.contributor.author.none.fl_str_mv |
Ortiz Jaramillo, Isabela |
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Gender Programming Skills Python IT Gap Education |
| topic |
Gender Programming Skills Python IT Gap Education Ingeniería |
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Ingeniería |
| description |
Considering the need to close the gap that exists in the IT sector, universities play a fundamental role in teaching women and men how to program. The Universidad de los Andes and the CSBridge association of Stanford University joined forces to teach High School students how to code in the Colombian context during the summer vacations of 2022. This document is a retrospective report of the experience and a collection of identified areas of improvement. These areas of improvement are meant for 1) students to have a better perspective towards programming and 2) to attract a greater number of women to the IT sector. Although this experience was based in the Colombian context, these proposals can be adapted to different contexts. |
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2023-06-02 |
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C. Piech, L. Yan, L. Einstein, A. Saavedra, B. Bozkurt, E. Sestakova, O. Guth, and N. McKeown, "Co-teaching computer science across borders: Human-centric learning at scale," in Proceedings of the Seventh ACM Conference on Learning @ Scale, ser. L@S 20. New York, NY, USA: Association for Computing Machinery, 2020, p. 103-113. [Online]. Available: https://doi org.ezproxy.uniandes.edu.co/10.1145/3386527.3405915 S. de Analisis, R. d. O. R. del Mercado ´ et al., "Resultado del estudio de identificacion de brechas de capital humano para el sector tic," 2020. "Balance de la igualdad de genero en colombia: Un panorama," https://thegenderhub.com/wp-content/uploads/2021/07/Balance-de-la Igualdad-de-ge%CC%81nero-en-Colombia.pdf, accessed: 2022-18-12. T. Breda and C. Napp, "Girls’ comparative advantage in reading can largely explain the gender gap in math-related fields," Proceedings of the National Academy of Sciences, vol. 116, no. 31, pp. 15 435-15 440, 2019. [Online]. Available: https://www.pnas.org/doi/abs/10.1073/pnas.1905779116 M. U. Bers, A. Strawhacker, and A. Sullivan, "The state of the field of computational thinking in early childhood education," 2022. P. de las Cuevas, M. García-Arenas, and N. Rico, ¿Why not stem? a study case on the influence of gender factors on students higher education choice, Mathematics, vol. 10, no. 2, 2022. [Online]. Available: https://www.mdpi.com/2227-7390/10/2/239 B. Bergande, P. Brune, and S. Wolz, ¿Influence factors on students motivation in introductory programming lectures of computer science non-majors (open access), Cogent Education, vol. 9, 03 2022. T. Vrieler, A. Nylen, and A. Cajander, "Computer science club for girls and boys" a survey study on gender differences, Computer Science Education, pp. 1-31, 10 2020. N. Parlante, S. A. Wolfman, L. I. McCann, E. Roberts, C. Nevison, J. Motil, J. Cain, and S. Reges, "Nifty assignments," in Proceedings of the 37th SIGCSE Technical Symposium on Computer Science Education, ser. SIGCSE 06. New York, NY, USA: Association for Computing Machinery, 2006, p. 562-563. [Online]. Available: https://doi.org/10.1145/1121341.1121516 A.-J. F., A. J., and K. A., "Inclusive language as a pedagogical and motivational tool in early childhood settings: Some observations," pp. 176-184, 2020. R. F. Kizilcec, A. Saltarelli, P. Bonfert-Taylor, M. Goudzwaard, E. Hamonic, and R. Sharrock, "Welcome to the course: Early social cues influence women's persistence in computer science, in Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems, ser. CHI 20. New York, NY, USA: Association for Computing Machinery, 2020, p. 1-13. [Online]. Available: https://doi-org.ezproxy.uniandes.edu.co/10.1145/3313831.3376752 S.-J. Leslie, A. Cimpian, M. Meyer, and E. Freeland, "Expectations of brilliance underlie gender distributions across academic disciplines," Science, vol. 347, no. 6219, pp. 262-265, 2015. [Online]. Available: https://www.science.org/doi/abs/10.1126/science.1261375 Microsoft, "An action guide to help close the gender gap in stem," https://query.prod.cms.rt.microsoft.com/cms/api/am/binary/RE1YrtX, n.d. "Guide to inclusive computer science education," https://csteachers.org/documents/en-us/2730df36-1cb1-422b-ba2f afe033750b2e/1/. T. Brown, Change by Design: How Design Thinking Transforms Orga nizations and Inspires Innovation, 2009. V. A. Lagesen, "The strength of numbers: Strategies to include women into computer science," Social Studies of Science, vol. 37, no. 1, pp. 67-92, 2007. [Online]. Available: https://doi.org/10.1177/0306312706063788 T. Fullerton, Game Design Workshop, 3rd ed. A K Peters/CRC Press, 2014 |
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Attribution-NonCommercial-NoDerivatives 4.0 Internacionalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Garcés Pernett, Kelly Johanyvirtual::815-1Ortiz Jaramillo, Isabela97d8f7f4-77d2-4fbe-972e-1619c6dcddea6002023-07-14T21:46:59Z2023-07-14T21:46:59Z2023-06-02http://hdl.handle.net/1992/68457instname:Universidad de los Andesreponame:Repositorio Institucional Sénecarepourl:https://repositorio.uniandes.edu.co/Considering the need to close the gap that exists in the IT sector, universities play a fundamental role in teaching women and men how to program. The Universidad de los Andes and the CSBridge association of Stanford University joined forces to teach High School students how to code in the Colombian context during the summer vacations of 2022. This document is a retrospective report of the experience and a collection of identified areas of improvement. These areas of improvement are meant for 1) students to have a better perspective towards programming and 2) to attract a greater number of women to the IT sector. Although this experience was based in the Colombian context, these proposals can be adapted to different contexts.Ingeniero de Sistemas y ComputaciónPregrado11 páginasapplication/pdfengUniversidad de los AndesIngeniería de Sistemas y ComputaciónFacultad de IngenieríaDepartamento de Ingeniería Sistemas y ComputaciónA summer introductory programming course with diversity awarenessTrabajo de grado - Pregradoinfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_7a1fTexthttp://purl.org/redcol/resource_type/TPGenderProgramming SkillsPythonIT GapEducationIngenieríaC. Piech, L. Yan, L. Einstein, A. Saavedra, B. Bozkurt, E. Sestakova, O. Guth, and N. McKeown, "Co-teaching computer science across borders: Human-centric learning at scale," in Proceedings of the Seventh ACM Conference on Learning @ Scale, ser. L@S 20. New York, NY, USA: Association for Computing Machinery, 2020, p. 103-113. [Online]. Available: https://doi org.ezproxy.uniandes.edu.co/10.1145/3386527.3405915S. de Analisis, R. d. O. R. del Mercado ´ et al., "Resultado del estudio de identificacion de brechas de capital humano para el sector tic," 2020."Balance de la igualdad de genero en colombia: Un panorama," https://thegenderhub.com/wp-content/uploads/2021/07/Balance-de-la Igualdad-de-ge%CC%81nero-en-Colombia.pdf, accessed: 2022-18-12.T. Breda and C. Napp, "Girls’ comparative advantage in reading can largely explain the gender gap in math-related fields," Proceedings of the National Academy of Sciences, vol. 116, no. 31, pp. 15 435-15 440, 2019. [Online]. Available: https://www.pnas.org/doi/abs/10.1073/pnas.1905779116M. U. Bers, A. Strawhacker, and A. Sullivan, "The state of the field of computational thinking in early childhood education," 2022.P. de las Cuevas, M. García-Arenas, and N. Rico, ¿Why not stem? a study case on the influence of gender factors on students higher education choice, Mathematics, vol. 10, no. 2, 2022. [Online]. Available: https://www.mdpi.com/2227-7390/10/2/239B. Bergande, P. Brune, and S. Wolz, ¿Influence factors on students motivation in introductory programming lectures of computer science non-majors (open access), Cogent Education, vol. 9, 03 2022.T. Vrieler, A. Nylen, and A. Cajander, "Computer science club for girls and boys" a survey study on gender differences, Computer Science Education, pp. 1-31, 10 2020.N. Parlante, S. A. Wolfman, L. I. McCann, E. Roberts, C. Nevison, J. Motil, J. Cain, and S. Reges, "Nifty assignments," in Proceedings of the 37th SIGCSE Technical Symposium on Computer Science Education, ser. SIGCSE 06. New York, NY, USA: Association for Computing Machinery, 2006, p. 562-563. [Online]. Available: https://doi.org/10.1145/1121341.1121516A.-J. F., A. J., and K. A., "Inclusive language as a pedagogical and motivational tool in early childhood settings: Some observations," pp. 176-184, 2020.R. F. Kizilcec, A. Saltarelli, P. Bonfert-Taylor, M. Goudzwaard, E. Hamonic, and R. Sharrock, "Welcome to the course: Early social cues influence women's persistence in computer science, in Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems, ser. CHI 20. New York, NY, USA: Association for Computing Machinery, 2020, p. 1-13. [Online]. Available: https://doi-org.ezproxy.uniandes.edu.co/10.1145/3313831.3376752S.-J. Leslie, A. Cimpian, M. Meyer, and E. Freeland, "Expectations of brilliance underlie gender distributions across academic disciplines," Science, vol. 347, no. 6219, pp. 262-265, 2015. [Online]. Available: https://www.science.org/doi/abs/10.1126/science.1261375Microsoft, "An action guide to help close the gender gap in stem," https://query.prod.cms.rt.microsoft.com/cms/api/am/binary/RE1YrtX, n.d."Guide to inclusive computer science education," https://csteachers.org/documents/en-us/2730df36-1cb1-422b-ba2f afe033750b2e/1/.T. Brown, Change by Design: How Design Thinking Transforms Orga nizations and Inspires Innovation, 2009.V. A. Lagesen, "The strength of numbers: Strategies to include women into computer science," Social Studies of Science, vol. 37, no. 1, pp. 67-92, 2007. [Online]. Available: https://doi.org/10.1177/0306312706063788T. Fullerton, Game Design Workshop, 3rd ed. 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