You should (and absolutely can) keep diversity in sharp focus during the enrollment surge Lisa Kaczmarczyk, Evaluation & Assessment Consulting Alvaro Monge, California State Long Beach Heather Pon-Barry, Mount Holyoke College Suzanne Westbrook, University of Arizona Jeff Offutt, George Mason University ACM Education Council 8/24/2015

California State University Long Beach: CSULB Public, large Master's College and University located in Long Beach California (population ~470,000). – Enrollment: 37,500 students – Diverse student body: 37% Latino/Latina, 23% Asian/Pacific Islander, 20% Caucasian, 4% African Americans. – Hispanic Serving Institution – More than 50% of undergraduates Pell eligible Computer Engineering and Computer Science Department – Fall 2014: 1149 FTES (80% are undergraduates), Fall 2010: 617 FTES – % of Latino/a students dropped from 26.7% to 21.8% in these years – % of women remains flat at about 11% – % of Asian students has increased from 26.3% to 44.6% ACM Education Council 8/24/2015

CSULB: Addressing growth Working with NCWIT Extension Services Undergraduate Program (NCWIT ES-UP). Improve outward facing image: web site, brochures, and social networks Actively recruit at the community colleges where there’s a larger number of underrepresented students. Recruit from students enrolling in non-major courses Create CS1 sections for students with no prior programming experience and other sections for those with that experience. Assign faculty with more teaching experience to the first-year courses. Increase level of student-student interaction and student-faculty interaction as a way to retain students. Use engaging instructional material from NCWIT’s EngageCSEdu. ACM Education Council 8/24/2015

Liberal Arts College for women 2189 undergraduates Computer Science Department 4.5 tenure-track faculty + 2 visitors Majors: 87 (2015), 55 (2014), 47 (2013), 31 (2012) Many double major in CS + another field (over 50%) Heather Pon-Barry – 8/14/15 - RESPECT 20+% first-gen women ACM Education Council 8/24/2015

Can we support larger enrollments while maintaining close contact with students and providing careful feedback? Megas and Gigas Educate (MaGE) Community of peer educators, role-models MaGE Training course (half-semester) Self-reflection on learning and motivation Peer mentoring roles Diversity, inclusion, and giving feedback Code review practice Heather Pon-Barry – 8/14/15 - RESPECT ACM Education Council 8/24/2015

University of Arizona Computer Science and Information Science Public State Research 1; 41K students total; 33K undergrads CS: ~16 TT faculty, 3 Lecturers, some adjuncts IS: ~5 TT faculty, 1 Lecturer, numerous adjuncts Number of Total Majors – CS (includes pre-CS) F13:748 -> F14:984 -> F15:1224 – IS F13:168 -> F14:193 -> F15:204 Percent Female and percent URM – CS F13: 12%, 26% -> F14: 14%, 27% -> F15: 15%, 28% – IS F13: 19%, 27% -> 23%, 29% -> 23%, 30% Degrees conferred (Total / %Female / %URM) – CS SP13: 77/13%/9% -> SP14: 94/10%/12% -> SP15: 112/12%/9% – IS SP13: 9/22%/11%) -> SP14: 27/11%/22% -> SP15: 38/18%/13% ACM Education Council 8/24/2015

Challenges of increased enrollment on diversity and possible solution Can be difficult to establish and maintain community and sense of belonging among undergrads in large classes - to make them feel “known” Limited funding to increase faculty size Section Leader programs in both CS and IS have potential to help with this – but need to have a dedicated department focus on retaining female and URM students and on recruiting female and URM SLs ACM Education Council 8/24/2015

George Mason University Public state research university –34K students (65% undergrad) –Virginia DC suburbs –Extremely diverse student body (<50% European, 33% first generation ) Computer Science department –44 faculty members –1000 undergraduate majors (2014: 900, 2010: 450) –365 MS students, ~150 PhD students Undergraduate majors –14% female, 46% European, 27% Asian CS 1 growth: 2015—500+, 2014—484, 2011—215 CS 2 growth: 2015—250+, 2014—214, 2011—106 ACM Education Council 8/24/2015

cs.gmu.edu/~kdobolyi/cs112/ The SPARC Concept The Black-belt Model Self-paced demonstration of skills and knowledge Students earn stripes and belts Collaborative practice problems (peer learning) Automated grading of assessments Online content delivery Instructors work with students individually Self-paced learning No competition Multiple attempts are allowed ACM Education Council 8/24/2015