Nanostructured materials for multifunctional applications under NSF-CREST research at Norfolk State University

Enhancing Inclusion in Computer Science Education

Encyclopedia of Gender and Information Technology ◽

10.4018/978-1-59140-815-4.ch042 ◽

2011 ◽

pp. 269-275 ◽

Cited By ~ 1

Author(s):

Donald D. Davis ◽

Debra A. Major ◽

Janis V. Sanchez-Hucles ◽

Sandra J. DeLoatch ◽

Katherine A. Selgrade ◽

...

Keyword(s):

Computer Science ◽

State University ◽

Student Body ◽

Academic Characteristics ◽

Historically Black University ◽

Diverse Student Body ◽

Inclusive Learning ◽

Norfolk State University ◽

Old Dominion University ◽

The University

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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Enhancing Inclusion in Computer Science Education

Online and Distance Learning ◽

10.4018/978-1-59904-935-9.ch255 ◽

2011 ◽

pp. 3140-3148

Author(s):

D. D. Davis ◽

D. A. Major

Keyword(s):

Computer Science ◽

State University ◽

Student Body ◽

Academic Characteristics ◽

Historically Black University ◽

Diverse Student Body ◽

Inclusive Learning ◽

Norfolk State University ◽

Old Dominion University ◽

The University

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.

Download Full-text