ABSTRACT
Motivation: Although CS Education researchers and practitioners have found ways to improve CS classroom inclusivity, few researchers have considered inclusivity of online CS education. We are interested in two such improvements in online CS education—besides being inclusive to each other, online CS students also need to be able to create inclusive technology. Objectives: We have begun developing a new approach that we term “embedded inclusive design” to address both of these goals. The essence of the approach is to integrate elements of inclusive design education into mainstream CS coursework. This paper presents three curricular interventions we have developed in this approach and empirically investigates their efficacy in online CS post-baccalaureate education. Our research questions were: How do these three curricular interventions affect (RQ1) the climate among online CS students and (RQ2) how online CS students honor the diversity of their users in the tech they create? Method: To answer these research questions, we implemented the curricular interventions in four asynchronous online CS classes across two CS courses within Oregon State University’s Ecampus and conducted an action research study to investigate the impacts. Results: Online CS students who experienced these interventions reported feeling more included in the major than they had before, reported positive impacts on their team dynamics, increased their interest in accommodating diverse users, and created more inclusive technology designs than they had before. Discussion: These results provide encouraging evidence that embedding elements of inclusive design into mainstream CS coursework, via the interventions presented here, can increase both online CS students’ inclusivity toward one another and the inclusivity of the technology these future CS practitioners create.
Supplemental Material
- AccessComputing. 2015. Web design & development I. http://www.uw.edu/accesscomputing/webd2/Google Scholar
- ACM/IEEE Joint Task Force on Computing Curricula. 2013. Computer Science Curricula 2013: Curriculum Guidelines for Undergraduate Degree Programs in Computer Science. (20 December 2013). https://www.acm.org/education/curricula-recommendations Accessed: Feb. 2, 2020.Google Scholar
- Christine Alvarado, Yingjun Cao, and Mia Minnes. 2017. Gender Differences in Students’ Behaviors in CS Classes throughout the CS Major. In Proceedings of the 2017 acm sigcse technical symposium on computer science education. 27–32.Google ScholarDigital Library
- Manon Arcand and Jacques Nantel. 2012. Uncovering the nature of information processing of men and women online: The comparison of two models using the think-aloud method. Journal of theoretical and applied electronic commerce research 7, 2(2012), 106–120.Google ScholarDigital Library
- Rachel Baker, Thomas Dee, Brent Evan, and June John. 2018. Bias in Online Classes: Evidence from a Field Experiment. Technical Report. Stanford Center for Education Policy Analysis. https://cepa.stanford.edu/sites/default/files/wp18-03-201803.pdfGoogle Scholar
- Shaowen Bardzell. 2010. Feminist HCI: taking stock and outlining an agenda for design. In Proceedings of the SIGCHI conference on human factors in computing systems. 1301–1310.Google ScholarDigital Library
- Lecia J. Barker, Charlie McDowell, and Kimberly Kalahar. 2009. Exploring Factors That Influence Computer Science Introductory Course Students to Persist in the Major. In Proceedings of the 40th ACM Technical Symposium on Computer Science Education (Chattanooga, TN, USA) (SIGCSE ’09). Association for Computing Machinery, New York, NY, USA, 153–157. https://doi.org/10.1145/1508865.1508923Google ScholarDigital Library
- Sylvia Beyer. 2014. Why are women underrepresented in Computer Science? Gender differences in stereotypes, self-efficacy, values, and interests and predictors of future CS course-taking and grades. Computer Science Education 24, 2-3 (2014), 153–192.Google ScholarCross Ref
- Brianna Blaser, Katherine M. Steele, and Sheryl Elaine Burgstahler. 2015. Including Universal Design in Engineering Courses to Attract Diverse Students. In 2015 ASEE Annual Conference & Exposition. ASEE Conferences, Seattle, Washington. https://www.jee.org/24272.Google ScholarCross Ref
- Samantha Breslin and Bimlesh Wadhwa. 2014. Exploring Nuanced Gender Perspectives within the HCI Community(IndiaHCI ’14). Association for Computing Machinery, 45–54. https://doi.org/10.1145/2676702.2676709Google Scholar
- Michael Buckley, Helene Kershner, Kris Schindler, Carl Alphonce, and Jennifer Braswell. 2004. Benefits of using socially-relevant projects in computer science and engineering education. In Proceedings of the 35th SIGCSE Technical Symposium on Computer Science Education. 482–486.Google ScholarDigital Library
- M. Burnett, R. Counts, R. Lawrence, and H. Hanson. 2017. Gender HCl and microsoft: Highlights from a longitudinal study. In 2017 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC). 139–143. https://doi.org/10.1109/VLHCC.2017.8103461Google ScholarCross Ref
- Margaret Burnett, Anicia Peters, Charles Hill, and Noha Elarief. 2016. Finding Gender-Inclusiveness Software Issues with GenderMag: A Field Investigation. Association for Computing Machinery, New York, NY, USA, 2586–2598. https://doi.org/10.1145/2858036.2858274Google Scholar
- Margaret Burnett, Simone Stumpf, Jamie Macbeth, Stephann Makri, Laura Beckwith, Irwin Kwan, Anicia Peters, and William Jernigan. 2016. GenderMag: A Method for Evaluating Software’s Gender Inclusiveness. Interacting with Computers 28, 6 (10 2016), 760–787. https://doi.org/10.1093/iwc/iwv046 arXiv:https://academic.oup.com/iwc/article-pdf/28/6/760/7919992/iwv046.pdfGoogle Scholar
- Margaret M. Burnett, Laura Beckwith, Susan Wiedenbeck, Scott D. Fleming, Jill Cao, Thomas H. Park, Valentina Grigoreanu, and Kyle Rector. 2011. Gender pluralism in problem-solving software. Interacting with Computers 23, 5 (07 2011), 450–460. https://doi.org/10.1016/j.intcom.2011.06.004 arXiv:https://academic.oup.com/iwc/article-pdf/23/5/450/1875429/iwc23-0450.pdfGoogle Scholar
- Judith Butler. 2011. Gender trouble: Feminism and the subversion of identity. routledge.Google Scholar
- Shuo Chang, Vikas Kumar, Eric Gilbert, and Loren G Terveen. 2014. Specialization, homophily, and gender in a social curation site: Findings from Pinterest. In Proceedings of the 17th ACM conference on Computer supported cooperative work & social computing. 674–686.Google ScholarDigital Library
- Gary Charness and Uri Gneezy. 2012. Strong evidence for gender differences in risk taking. Journal of Economic Behavior & Organization 83, 1(2012), 50–58.Google ScholarCross Ref
- Sapna Cheryan, Andrew N. Meltzoff, and Saenam Kim. 2011. Classrooms matter: The design of virtual classrooms influences gender disparities in computer science classes. Computers & Education 57, 2 (2011), 1825–1835. https://doi.org/10.1016/j.compedu.2011.02.004Google ScholarDigital Library
- Lena Cohen, Heila Precel, Harold Triedman, and Kathi Fisler. 2021. A New Model for Weaving Responsible Computing Into Courses Across the CS Curriculum. In Proceedings of the 52nd ACM Technical Symposium on Computer Science Education. 858–864.Google ScholarDigital Library
- Mathilde Collain and Deborah Trytten. 2019. You don’t have to be a white male that was learning how to program since he was five. In Proceedings of the 50th ACM Technical Symposium on Computer Science Education. 968–974.Google ScholarDigital Library
- Sally Jo Cunningham, Annika Hinze, and David M. Nichols. 2016. Supporting Gender-Neutral Digital Library Creation: A Case Study Using the GenderMag Toolkit. In Digital Libraries: Knowledge, Information, and Data in an Open Access Society, Atsuyuki Morishima, Andreas Rauber, and Chern Li Liew (Eds.). Springer International Publishing, Cham, 45–50.Google Scholar
- Brianna Dym, Namita Pasupuleti, Cole Rockwood, and Casey Fiesler. 2021. ” You don’t do your hobby as a job”: Stereotypes of Computational Labor and their Implications for CS Education. In Proceedings of the 52nd ACM Technical Symposium on Computer Science Education. 823–829.Google ScholarDigital Library
- Rodrigo Ferreira and Moshe Y Vardi. 2021. Deep Tech Ethics: An Approach to Teaching Social Justice in Computer Science. In Proceedings of the 52nd ACM Technical Symposium on Computer Science Education. 1041–1047.Google ScholarDigital Library
- Casey Fiesler, Mikhaila Friske, Natalie Garrett, Felix Muzny, Jessie J Smith, and Jason Zietz. 2021. Integrating Ethics into Introductory Programming Classes. In Proceedings of the 52nd ACM Technical Symposium on Computer Science Education (SIGCSE’21). New York, NY, USA: ACM.Google ScholarDigital Library
- Casey Fiesler, Natalie Garrett, and Nathan Beard. 2020. What do We teach when We teach tech ethics? A syllabi analysis. In Proceedings of the 51st ACM Technical Symposium on Computer Science Education. 289–295.Google ScholarDigital Library
- Holly Fiock. 2020. Designing a community of inquiry in online courses. The International Review of Research in Open and Distributed Learning 21, 1(2020), 135–153.Google ScholarCross Ref
- Denae Ford, Justin Smith, Philip J Guo, and Chris Parnin. 2016. Paradise unplugged: Identifying barriers for female participation on stack overflow. In Proceedings of the 2016 24th ACM SIGSOFT International Symposium on Foundations of Software Engineering. 846–857.Google ScholarDigital Library
- D Randy Garrison, Terry Anderson, and Walter Archer. 1999. Critical inquiry in a text-based environment: Computer conferencing in higher education. The internet and higher education 2, 2-3 (1999), 87–105.Google Scholar
- Emily Gonzalez-Holland, Daphne Whitmer, Larry Moralez, and Mustapha Mouloua. 2017. Examination of the use of Nielsen’s 10 usability heuristics & outlooks for the future. In Proceedings of the Human Factors and Ergonomics Society Annual Meeting, Vol. 61. SAGE Publications Sage CA: Los Angeles, CA, 1472–1475.Google ScholarCross Ref
- Elizabeth Goodman, Mike Kuniavsky, and Andrea Moed. 2012. Observing the User Experience, Second Edition: A Practitioner’s Guide to User Research (2nded.). Morgan Kaufmann Publishers Inc., San Francisco, CA, USA.Google ScholarDigital Library
- Jerilee Grandy. 1994. Gender and ethnic differences among science and engineering majors: Experiences, achievements, and expectations. ETS Research Report Series 1994, 1 (1994), i–63.Google Scholar
- Thomas A Harris. 1967. I’m OK, you’re OK. Random House.Google Scholar
- Gillian R Hayes. 2014. Knowing by doing: action research as an approach to HCI. In Ways of Knowing in HCI. Springer, 49–68.Google Scholar
- C. Hilderbrand, C. Perdriau, L. Letaw, J. Emard, Z. Steine-Hanson, M. Burnett, and A. Sarma. 2020. Engineering Gender-Inclusivity into Software: Ten Teams’ Tales from the Trenches. In 2020 IEEE/ACM 42nd International Conference on Software Engineering (ICSE). 433–444.Google Scholar
- Charles G. Hill, Maren Haag, Alannah Oleson, Chris Mendez, Nicola Marsden, Anita Sarma, and Margaret Burnett. 2017. Gender-Inclusiveness Personas vs. Stereotyping: Can We Have It Both Ways?Association for Computing Machinery, New York, NY, USA, 6658–6671. https://doi.org/10.1145/3025453.3025609Google Scholar
- Hsiu-Fang Hsieh and Sarah E Shannon. 2005. Three approaches to qualitative content analysis. Qualitative health research 15, 9 (2005), 1277–1288.Google Scholar
- Hui-Ching Kayla Hsu and Nasir Memon. 2021. Crossing the Bridge to STEM: Retaining Women Students in an Online CS Conversion Program. ACM Transactions on Computing Education (TOCE) 21, 2 (2021), 1–16.Google ScholarDigital Library
- Margaretha Vreeburg Izzo and William M Bauer. 2015. Universal design for learning: enhancing achievement and employment of STEM students with disabilities. Universal Access in the Information Society 14, 1 (2015), 17–27.Google ScholarDigital Library
- René Kizilcec and Andrew Saltarelli. 2019. Psychologically Inclusive Design: Cues Impact Women’s Participation in STEM Education. In Proceedings of the 2019 CHI Conference on human factors in computing systems(CHI ’19). ACM, 1–10.Google ScholarDigital Library
- Rene Kizilcec, Andrew Saltarelli, Petra Bonfert-Taylor, Michael Goudzwaard, Ella Hamonic, and Rémi Sharrock. 2020. 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(CHI ’20). ACM, 1–13.Google ScholarDigital Library
- Rene F Kizilcec and Anna Kambhampaty. 2020. Identifying course characteristics associated with sociodemographic variation in enrollments across 159 online courses from 20 institutions. PloS one 15, 10 (2020), e0239766–e0239766.Google ScholarCross Ref
- Maria Klawe. 2013. Increasing female participation in computing: The Harvey Mudd College story. Computer 46, 3 (2013), 56–58.Google ScholarDigital Library
- Amy J Ko, Alannah Oleson, Neil Ryan, Yim Register, Benjamin Xie, Mina Tari, Matthew Davidson, Stefania Druga, and Dastyni Loksa. 2020. It is time for more critical CS education. Commun. ACM 63, 11 (2020), 31–33.Google ScholarDigital Library
- Amy J Ko, Alannah Oleson, Neil Ryan, Yim Register, Benjamin Xie, Mina Tari, Matthew Davidson, Stefania Druga, and Dastyni Loksa. 2020. It is time for more critical CS education. Commun. ACM 63, 11 (2020), 31–33.Google ScholarDigital Library
- Sandeep Kaur Kuttal, Kevin Gerstner, and Alexandra Bejarano. 2019. Remote Pair Programming in Online CS Education: Investigating through a Gender Lens. In 2019 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC). IEEE, 75–85.Google ScholarCross Ref
- Lara Letaw, Rosalinda Garcia, Heather Garcia, Christopher Perdriau, and Margaret Burnett. 2021. Supplemental Document to “Changing the Online Climate via the Online Students: Effects of Three Curricular Interventions”. https://doi.org/10.6084/m9.figshare.14294744Google Scholar
- Kurt Lewin. 1952. Group decision and social change. Readings in social psychology. Newcombe and Hartley (Eds.), Henry Holt, New York (1952).Google Scholar
- A. Light. 2011. HCI as heterodoxy: Technologies of identity and the queering of interaction with computers. Interacting with Computers 23, 5 (2011), 430–438. https://doi.org/10.1016/j.intcom.2011.02.002Google ScholarDigital Library
- Stephanie Ludi, Matt Huenerfauth, Vicki Hanson, Nidhi Rajendra Palan, and Paula Garcia. 2018. Teaching inclusive thinking to undergraduate students in computing programs. In Proceedings of the 49th ACM Technical Symposium on Computer Science Education. 717–722.Google ScholarDigital Library
- Jennifer Mankoff. 2006. Practical service learning issues in HCI. In CHI’06 Extended Abstracts on Human Factors in Computing Systems. 201–206.Google Scholar
- Jane Margolis and Allan Fisher. 2002. Unlocking the clubhouse: Women in computing. MIT press.Google Scholar
- Allison Mattheis, Daniel Cruz-Ramírez De Arellano, and Jeremy B Yoder. 2019. A model of queer STEM identity in the workplace. Journal of homosexuality(2019).Google Scholar
- Christopher Mendez, Lara Letaw, Margaret Burnett, Simone Stumpf, Anita Sarma, and Claudia Hilderbrand. 2019. From GenderMag to InclusiveMag: An inclusive design meta-method. In 2019 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC). IEEE, 97–106.Google ScholarCross Ref
- Ryan A Miller and Megan Downey. 2020. Examining the STEM Climate for Queer Students with Disabilities.Journal of Postsecondary Education and Disability 33, 2(2020), 169–181.Google Scholar
- National Center for Women and Information Technology (NCWIT). 2015. Survey-in-a-Box: Student Experience of the Major. https://www.ncwit.org/resources/survey-box-student-experience-major-0Google Scholar
- Jakob Nielsen. 1994. Guerrilla HCI: Using Discount Usability Engineering to Penetrate the Intimidation Barrier. Academic Press, Inc., USA, 245–272.Google Scholar
- Jakob Nielsen and Rolf Molich. 1990. Heuristic evaluation of user interfaces. In Proceedings of the SIGCHI conference on Human factors in computing systems. 249–256.Google ScholarDigital Library
- Alannah Oleson, Christopher Mendez, Zoe Steine-Hanson, Claudia Hilderbrand, Christopher Perdriau, Margaret Burnett, and Amy J. Ko. 2018. Pedagogical Content Knowledge for Teaching Inclusive Design. In Proceedings of the 2018 ACM Conference on International Computing Education Research (Espoo, Finland) (ICER ’18). Association for Computing Machinery, New York, NY, USA, 69–77. https://doi.org/10.1145/3230977.3230998Google ScholarDigital Library
- Alannah Oleson, Meron Solomon, and Amy J Ko. 2020. Computing Students’ Learning Difficulties in HCI Education. In Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems. 1–14.Google ScholarDigital Library
- Susmita Hema Padala, Christopher John Mendez, Luiz Felipe Dias, Igor Steinmacher, Zoe Steine Hanson, Claudia Hilderbrand, Amber Horvath, Charles Hill, Logan Dale Simpson, Margaret Burnett, 2020. How gender-biased tools shape newcomer experiences in OSS projects. IEEE Transactions on Software Engineering(2020).Google ScholarDigital Library
- Krystle Phirangee and Alesia Malec. 2017. Othering in online learning: An examination of social presence, identity, and sense of community. Distance Education 38, 2 (2017), 160–172.Google ScholarCross Ref
- Vahab Pournaghshband and Paola Medel. 2020. Promoting Diversity-Inclusive Computer Science Pedagogies: A Multidimensional Perspective. In Proceedings of the 2020 ACM Conference on Innovation and Technology in Computer Science Education. 219–224.Google ScholarDigital Library
- Cynthia Putnam, Maria Dahman, Emma Rose, Jinghui Cheng, and Glenn Bradford. 2016. Best practices for teaching accessibility in university classrooms: cultivating awareness, understanding, and appreciation for diverse users. ACM Transactions on Accessible Computing (TACCESS) 8, 4 (2016), 1–26.Google ScholarDigital Library
- Inioluwa Deborah Raji, Morgan Klaus Scheuerman, and Razvan Amironesei. 2021. You Can’t Sit With Us: Exclusionary Pedagogy in AI Ethics Education. In Proceedings of the 2021 ACM Conference on Fairness, Accountability, and Transparency. 515–525.Google ScholarDigital Library
- Jennifer A Rode and Erika Shehan Poole. 2018. Putting the gender back in digital housekeeping. In Proceedings of the 4th Conference on Gender & IT. 79–90.Google ScholarDigital Library
- Ayesha Sadaf, Florence Martin, and Lynn Ahlgrim-Delzell. 2019. Student Perceptions of the Impact of Quality Matters–Certified Online Courses on Their Learning and Engagement.Online Learning 23, 4 (2019), 214–233.Google Scholar
- Kay Shattuck, Whitney Alicia Zimmerman, and Deborah Adair. 2014. Continuous improvement of the QM rubric and review processes: Scholarship of integration and application. Internet Learning 3, 1 (2014), 5.Google Scholar
- Arun Shekhar and Nicola Marsden. 2018. Cognitive Walkthrough of a Learning Management System with Gendered Personas. In Proceedings of the 4th Conference on Gender & IT (Heilbronn, Germany) (GenderIT ’18). Association for Computing Machinery, New York, NY, USA, 191–198. https://doi.org/10.1145/3196839.3196869Google ScholarDigital Library
- Kristen Shinohara, Cynthia L Bennett, and Jacob O Wobbrock. 2016. How designing for people with and without disabilities shapes student design thinking. In Proceedings of the 18th International ACM SIGACCESS Conference on Computers and Accessibility. 229–237.Google ScholarDigital Library
- Lee Shulman. 1987. Knowledge and teaching: Foundations of the new reform. Harvard educational review 57, 1 (1987), 1–23.Google Scholar
- Steven E Stemler. 2004. A comparison of consensus, consistency, and measurement approaches to estimating interrater reliability. Practical Assessment, Research, and Evaluation 9, 1 (2004), 4.Google Scholar
- Jane G Stout and Heather M Wright. 2016. Lesbian, gay, bisexual, transgender, and queer students’ sense of belonging in computing: An Intersectional approach. Computing in Science & Engineering 18, 3 (2016), 24–30.Google ScholarDigital Library
- Ernest T Stringer. 2007. Action Research. Sage.Google Scholar
- Simone Stumpf, Anicia Peters, Shaowen Bardzell, Margaret Burnett, Daniela Busse, Jessica Cauchard, and Elizabeth Churchill. 2020. Gender-inclusive HCI research and design: A conceptual review. Foundations and Trends in Human–Computer Interaction 13, 1(2020), 1–69.Google Scholar
- Lucy Suchman. 2009. Agencies in technology design: Feminist reconfigurations. In Proceedings of 5th European Symposium on Gender & ICT, Digital Cultures: Participation–Empowerment–Diversity.Google Scholar
- Adrian Thinnyun, Ryan Lenfant, Raymond Pettit, and John R Hott. 2021. Gender and Engagement in CS Courses on Piazza. In Proceedings of the 52nd ACM Technical Symposium on Computer Science Education. 438–444.Google ScholarDigital Library
- Jan H Van Driel, Nico Verloop, and Wobbe De Vos. 1998. Developing science teachers’ pedagogical content knowledge. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching 35, 6 (1998), 673–695.Google ScholarCross Ref
- Bogdan Vasilescu, Andrea Capiluppi, and Alexander Serebrenik. 2014. Gender, representation and online participation: A quantitative study. Interacting with Computers 26, 5 (2014), 488–511.Google ScholarCross Ref
- Mihaela Vorvoreanu, Lingyi Zhang, Yun-Han Huang, Claudia Hilderbrand, Zoe Steine-Hanson, and Margaret Burnett. 2019. From Gender Biases to Gender-Inclusive Design: An Empirical Investigation. In Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems (Glasgow, Scotland Uk) (CHI ’19). Association for Computing Machinery, New York, NY, USA, 1–14. https://doi.org/10.1145/3290605.3300283Google ScholarDigital Library
- Annalu Waller, Vicki L Hanson, and David Sloan. 2009. Including accessibility within and beyond undergraduate computing courses. In Proceedings of the 11th international ACM SIGACCESS conference on Computers and accessibility. 155–162.Google ScholarDigital Library
- Linda L Werner, Brian Hanks, and Charlie McDowell. 2004. Pair-programming helps female computer science students. Journal on Educational Resources in Computing (JERIC) 4, 1 (2004), 4–es.Google ScholarDigital Library
- Claes Wohlin, Per Runeson, Martin Höst, Magnus C Ohlsson, Björn Regnell, and Anders Wesslén. 2012. Experimentation in software engineering. Springer Science & Business Media.Google ScholarCross Ref
- Kimberly Michelle Ying, Lydia G Pezzullo, Mohona Ahmed, Kassandra Crompton, Jeremiah Blanchard, and Kristy Elizabeth Boyer. 2019. In their own words: Gender differences in student perceptions of pair programming. In Proceedings of the 50th ACM Technical Symposium on Computer Science Education. 1053–1059.Google ScholarDigital Library
Recommendations
Inclusivity Bugs in Online Courseware: A Field Study
ICER '22: Proceedings of the 2022 ACM Conference on International Computing Education Research - Volume 1Motivation: Although asynchronous online CS courses have enabled more diverse populations to access CS higher education, research shows that online CS-ed is far from inclusive, with women and other underrepresented groups continuing to face inclusion ...
“Regular” CS × Inclusive Design = Smarter Students and Greater Diversity
What if “regular” Computer Science (CS) faculty each taught elements of inclusive design in “regular” CS courses across an undergraduate curriculum? Would it affect the CS program's climate and inclusiveness to diverse students? Would it improve retention?...
Implementing Inclusive Software Design in the CS Curriculum
SIGCSE 2023: Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 2Methods for teaching computer science (CS) have changed very little in the past decades. As a result, students graduating from CS/IT programs, educated in the same manner year after year, develop software with the same prior limitations and exclusionary ...
Comments