When and Where:
Undergraduate Course 15-296
Monday, Wednesday, 10:30am - 11:50am
Instructor: Dr. Carol Frieze
Units: 5 (mini)
“Image is important. As long as teenagers believe that computer science is boring, difﬁcult, antisocial, or doesn’t have much impact on solving the world’s problems, they’re unlikely to choose it for their future.”
[WGBH Market Research Report, http://www.acm.org/membership/NIC.pdf]
"(T)here is a pressing need to broaden participation in the study of computer science and attract the full range of talent to the field, regardless of ethnicity, gender, or economic status. Institutions should make efforts to bring a wide range of students into the computer science pipeline and provide support structures to help all students successfully complete their programs."
[Computer Science Curricula 2013, p.47]
In this research and action based course we will explore computing
from a cultural perspective and look in particular at the images of computing. We will examine how the field is represented in the popular culture of the USA and how such representations might affect public attitudes, access to resources, understanding of computer science and participation in the field. We will reflect on some issues often taken
for granted e.g. are our attitudes to computing culturally
specific? Do computer scientists have a role to play in shaping perceptions of computing?
This course is aimed primarily at students who are interested in exploring
some of the broad issues of computer science and who would like to direct
their interests towards creative outreach activities, thus also gaining
experience in teamwork, teaching and presenting. We will use academic papers, web sites, group discussion/debate and popular media. Findings from our investigations will inspire the action component in which students develop and implement an outreach project aimed at re-presenting the exciting field of computer science with broad appeal in mind.
Students will be graded on the quality of their performance
in one short paper, one research paper, an outreach project and one in-class quiz.
The 3 assignments and quiz will constitute 80% of the final grade.
Class attendance, presentations and participation are critical to doing well in this course and will count for 20%
of the final grade.
and Overview: Culture, Images and Meaning
- What are the issues?
- What do we mean by Culture?
- Why are Images important?
- What do we mean by Computing and/or Computer Science?
- Culture, Images and Meaning, ..... What has this to do with Computing?
- President Obama kicks off Hour of Code
- President Obama's New Whitehouse Initiative: Computer Science For All, Jan. 30, 2016
- The Data: Selections relating to undergraduate participation: CRA 2015 Taulbee Report
- Raymond Williams, “Culture is Ordinary”, originally
published in N. McKenzie (ed.), Convictions, 1958 Culture Definitions
- Alina Simone, "The 'How Are You?' Culture Clash", The New York Times, Jan. 19, 2014
- C.P. Snow. “The Two Cultures”, Leonardo, Vol. 23, No. 2/3, New Foundations: Classroom Lessons in Art/Science/Technology for the 1990s. MIT Press, 1990, pp. 169-173. (“The Two Cultures” first published 1956)
- What is Computing/Computer Science? ACM: and Wikipedia
- Peter Denning. "The Great Principles of Computing", American Scientists, the magazine of Sigma Xi, The Scientific Research Society, 2014
- Leah Hoffman, "Computer Science and the Three Rs", Communications of the ACM, Vol. 55, Oct. 2012
- 2015 Google and Gallop study Images of Computer Science
- C.Dianne Martin. "Digital Dreams: Public Perceptions about Computers", ACM, Inroads, Vol.4, No.3. 2013
- Roland Barthes, Selections from “Rhetoric of the Image”, Image, music, text, 1977
Part 1: Images of the Field (USA): Participation, Biases, Stereotypes and Challenges
- Why “Images”? Why might we need to broaden images of
- Participation in Computer Science: Data from the USA
- Broadening Participation in Computer Science: Why does this Matter?
- Myths and Stereotypes Team Presentations
Assignment 1. Presentation Deadline: TBA, Paper Deadline: TBA
- Carlos Bueno, "Inside the Mirrortocracy", June, 2014
- Libby Rainey, Breeding the Tech Elite, The Weekender, The Daily Californian, Feb. 2014 and Feb. 2015.
- Tracey Lien, Why are women leaving the tech industry in droves? LA Times, Feb. 2015
- Talent Hidden in Plain Sight: Addressing the Gaps in Computer Science, 2015
- Orit Hazzan, “Diversity
on Computing: A Means or a Target?”, System Design Frontier Journal
- Campbell et al, "Gender-Heterogeneous Working Groups Produce Higher Quality Science", PLOS: ONE, 2013.
- Lu Hong and Scott Page, "Groups of Diverse Problem Solvers can Outperform groups of high-ability problem solvers", PNAS, 2004.
- Paloheimo, A. and Stenman, J. "Gender, Communication and Comfort Level in Higher Level
Computer Science Education – Case Study", 36th
ASEE/IEEE Frontiers in Education Conference, 2006
- Blum, L. and Frieze, C. "In
a More Balanced Computer Science Environment, Similarity is the
Difference and Computer Science is the Winner," Computing
Research News, Vol. 17/No. 3 2005(a)
- Richard Ladner, ACM Viewpoints "Broadening Participation", Communications of the ACM, Vol.52, No. 12, 2009
- Sheryl Burgstahler, Richard E. Ladner, Scott Bellman, "Strategies for Increasing the Participation in Computing of Students with Disabilities", ACM In roads, Dec. 2012, Vol. 3, No. 4
- Claude Steele “A
Threat in the Air: How Stereotypes Shape Intellectual Identity
and Performance”, American Psychologist. Volume: 52.
Issue: 6. 1997. Page Number: 613. 2003 Dec Vol 95(4) 796-805
- Shih, M., Pettinsky, T. and Trahan, A. “Domain
Specific Effects of Stereotypes on Performance”, Faculty
Research Working Papers Series, Harvard School of Government,
- Time Magazine “Person the Year 2010”, Mark Zuckerberg, video and Time article
- Claire Cain Miller, "Computer Studies Made Cool, on Film and Now on Campus" NYT, June 10, 2011
- 2015 Horizon Media Study Reveals Americans Prioritize STEM Subjects over the Arts; Science is "Cool," Coding is the new Literacy
Part 2: A Global Perspective on Computing
- Case studies from other countries
and cultures. Team Presentations
- Are there different levels of participation in computing and computer science in other countries?
- Why might this be?
- Is computing perceived differently in different countries and cultures?
Assignment 2. Research Paper: Cultural Research Paper Deadline TBA
Guidelines for Papers
- International Interactive Blog: Global Computer Science Education
- Joyojeet Pal. “Of
mouse and men: Computers and geeks as cinematic icons in the age
of ICTD” iConference 2010
- Paul Brand and Anke Schwittey. "The
Missing Piece: Human-Driven Design and Research in ICT and Development",
- Kenneth Kraemer, Jason Dedrick, and Prakul Sharma. "One Laptop Per Child: Vision vs. Reality", Communications of the ACM, 2009
- Leonard Lynn and Harold Salzman. "The
Real Global Technology Challenge”, Change, July/August
- Vashti Galpin and Ian Saunders. Perceptions of Computer Science at a South African University, 2006
- Joel Adams, Vimala Bauer, and Shankuntala Baichoo. "An Expanding Pipeline: Gender in Mauritius", ACM, SIGCSE 2003
- Carsten Schulte and Maria Knobelsdorf. Attitudes towards Computer Scence-Computing Experiences as a Starting Point and Barrier to Computer Science, ICER 2007
- Roli Varma. Computing Self-Efficacy Among Women in India, Journal of Women and Minorities in Science and Engineering, 2010
- Halley Profita et al, “Don’t Mind Me Touching My Wrist: A Case Study of Interacting with On-Body Technology in Public”, ACM, 2013
- Richardson et al, "'Getting On': Older New Zealanders' Perceptions of Computing", Sage, 2005
- Tim Bell. “Establishing a Nationwide CS Curriculum in New Zealand High Schools”,
Communications of the ACM, Vol. 57 No. 2, Pages 28-30, 2014
- Ming Zhang and Virginia M. Lo. “Undergraduate Computer Science Education in China”, SIGCSE 2010
- Lawrence Snyder. "Status Update: High School CS Internationally", ACM INROADS, Vol. 3, June, 2012
- Jianwei Zhang. "A cultural look at information and communication technologies in Eastern education", Association for Educational Communications and Technology, 2007
- Evgeniy Khenner and Igor Semakin. "School Subject Informatics (Computer Science) in Russia: Educational Relevant Areas", ACM Transactions on Computing Education, Vol. 14, No. 2, Article 14, 2014
- Florence Chee. "Understanding Korean experiences of online game hype, identity, and the menace of the "Wang-tta", Proceedings of DiGRA Conference: Changing Views – Worlds in Play, 2005
- Martin Bush. "Computer Science Education in Japan", Communications of the ACM, 2004
- Mazliza Othman and Rodziah Latih. “Women
in Computer Science: NO SHORTAGE HERE!” Communications
of the ACM, Vol. 49. Number 3, 2006
- Antonio Cartelli. "Computer Science Education in Italy: A Survey", SIGCSE, Vol 34, No. 4 2000
Part 3. Outreach and Broadening Images of Computing
"Computer science is nothing less than a new way of thinking;
explaining it to the wider world is critical to the future of the
field." [S. Arora, B. Chazelle, Communications ACM 48 (2005),
Assignment 3. Outreach: This assignment involves a Project Presentation
Deadline: Outreach Project by TBA
- Presenting New Images of the Field and the People in it
- Teamwork vs groupwork
- Discussion of Outreach Project.
- Present to the class
Factors to consider:
- What are your aims?
- Who is your target audience? e.g. elementary students, middle
school, high school, college level students, parents, teachers,
people with disabilities?
- What is your focus?
- How will you measure impact?
**ACADEMIC INTEGRITY: Important Must Read**
Guidelines for Readings, Presentations and Discussion
Guidelines for Papers
Presentations: Be prepared to discuss/present:
-- a brief summary of the paper
-- the main argument/points made by the author
-- the evidence given to support the argument
-- any key words/phrases
-- what questions are raised?
-- what did you learn?
-- what did you find particularly interesting?
-- do you agree/disgree with the argument made by the author?
-- in what way(s) does the paper relate to this class?
-- any other points ....
Take care of yourself
Do your best to maintain a healthy lifestyle this semester by eating well, exercising, avoiding drugs and alcohol, getting enough sleep and taking some time to relax. This will help you achieve your goals and cope with stress.
All of us benefit from support during times of struggle. You are not alone. There are many helpful resources available on campus and an important part of the college experience is learning how to ask for help. Asking for support sooner rather than later is often helpful.
If you or anyone you know experiences any academic stress, difficult life events, or feelings like anxiety or depression, we strongly encourage you to seek support. Counseling and Psychological Services (CaPS) is here to help: call 412-268-2922 and visit their website at http://www.cmu.edu/counseling/. Consider reaching out to a friend, faculty or family member you trust for help getting connected to the support that can help.