Enhancing Inclusion in Computer Science Education

Enhancing Inclusion in Computer Science Education

D. D. Davis (Old Dominion University, USA) and D. A. Major (Norfolk State University, USA)
DOI: 10.4018/978-1-59904-935-9.ch255
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We describe an intervention that uses computer science (CS) faculty and students to create an inclusive learning environment. Our intervention model assumes that persistence and retention are the result of a match between student motivation and abilities and the university’s social and academic characteristics. This match in turn influences the effective integration of students with the university and, as a result, their persistence and retention (Cabrera, Castaneda, Nora, & Hengstler, 1992; Tinto, 1993). We are currently implementing and evaluating this intervention at Old Dominion University, a research intensive urban university with a culturally diverse student body, and Norfolk State University, an urban and historically black university (HBCU) that primarily emphasizes teaching.

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