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1.
The Computer Attitude Scale was completed by 298 female undergraduate students in Israel, together with an index of the gender stereotyping of computer use. The data demonstrate that female undergraduate students in Israel are much more likely to regard men as better at using computers than women than was found to be the case in a comparable study in the UK. Nevertheless there is little evidence from these data to support the suggestion that the gender stereotyping of computer use as masculine is itself detrimental to female students' attitudes toward computer use. 相似文献
2.
ABSTRACT Despite striking increases in female enrolments in many undergraduate science programmes, women continue to be dramatically underrepresented in graduate training and careers in science. Although there is substantial evidence of differences in male and female students' experiences in university science courses, we know little about how young women interpret and respond to these differences. This article explores the accounts that female science students construct of their aspirations, educational experiences, achievements, and opportunities as they move through their undergraduate education at a large, urban university in Canada. Based on in-depth, longitudinal interviews ( n = 91), the focus is on the processes through which they make sense of their educational and career options and choices. The findings point to the importance of understanding how meanings and subjectivities are produced, understood, and acted upon. What is evident from this study is that women in science confront a complex web of competing and contradictory realities and discourses as they negotiate their career identities. Thus, to stem the progressive and cumulative loss of female students as they move up through the levels of higher education, universities must address the problems they confront in their pursuit of science training before, during, and after their undergraduate education. 相似文献
3.
Thierry Dana-Picard Ivy Kidron Meir Komar Joseph Steiner 《European Journal of Engineering Education》2005,30(4):469-476
The Jerusalem College of Technology is an institution for higher education in Israel, where the majority of the students study towards an undergraduate degree in Engineering (Electronics, Applied Optics, Computers, etc.). The studies are held on three different campuses, one campus for men and two for women. We describe the organization of the Foundation Year (i.e. the basic first year courses), and discuss the similarities and differences between the male and female populations, with respect to their learning skills and performances. 相似文献
4.
This paper compares academic achievement of The University of Calgary undergraduate population with that of transfer students from Alberta community colleges for the four academic years 1968–1972. The comparison is made using four measures: percentage distributions of student grade point averages, percentage distributions of grades, course grade point averages, and withdrawals. The measures were taken along several dimensions, including faculty of student registration, year of student academic program, and academic discipline and level of courses taken. Transferring students do not succeed academically as well as the total university student population. For example, in 1971/72 the average grade points achieved in all courses was 2.49, while the college transfer student subset achieved only 2.33. The corresponding figures for 1970/71 were 2.45 versus 2.24; for 1969/70, 2.41 versus 2.23; and for 1968/69, 2.38 versus 2.16. 相似文献
5.
Guri Verne 《International Journal of Science Education》2013,35(3):361-366
In Norway today there are many schemes to recruit women to computer science disciplines. However, statistics indicate that the number of female students in computer technology disciplines is not substantially increasing. It may be that we have reached a limit for the percentage of women willing to enter computer disciplines as they exist today. What is needed to attract more women to enter technological fields is to enter in discussion on how these disciplines must be changed to open them up for women. This assumption is based on the different values women have from men and therefore the difficulty they have in feeling that they belong to this field. The keywords here are value conflicts and role conflicts. 相似文献
6.
E. Jackson Baur 《College Teaching》2013,61(4):291-296
Abstract. This article describes a program of demanding courses offered in an academic community to nontraditional and at-risk, first- and second-year students at a research university. The delivery of instruction uses multiple pedagogies, including collaborative learning and labs where students work together under the guidance of undergraduate assistants. A research study showed that students in the program perform better than traditional students in equivalent courses. In addition, this study provides strong evidence that when students of the program take the same subsequent classes offered to the general university population, their success rates match or exceed those of their traditional classmates. 相似文献
7.
Marie-Noëlle Delisle Frdric Guay Caroline Sencal Simon Larose 《Learning and individual differences》2009,19(4):468-475
This study proposed and tested a model based on stereotype threat theory. The hypothesis is that women who are exposed to a low percentage of women in a science program are more likely to endorse the gender stereotype that science is a male domain, which will in turn undermine their autonomous academic motivation. A total of 167 women university students enrolled in science programs participated in an 18-month longitudinal study. Results partially support our model. Although the low percentage of females in science programs was related to endorsement of the gender stereotype, there was no effect of prior stereotype endorsement on subsequent autonomous academic motivation. 相似文献
8.
Chrystalla Mouza Alison Marzocchi Yi-Cheng Pan Lori Pollock 《Journal of Research on Technology in Education》2016,48(2):84-104
Current policy efforts that seek to improve learning in science, technology, engineering, and mathematics (STEM) emphasize the importance of helping all students acquire concepts and tools from computer science that help them analyze and develop solutions to everyday problems. These goals have been generally described in the literature under the term computational thinking. In this article, we report on the design, implementation, and outcomes of an after-school program on computational thinking. The program was founded through a partnership between university faculty, undergraduates, teachers, and students. Specifically, we examine how equitable pedagogical practices can be applied in the design of computing programs and the ways in which participation in such programs influence middle school students' learning of computer science concepts, computational practices, and attitudes toward computing. Participants included 52 middle school students who voluntarily attended the 9-week after-school program, as well as four undergraduates and one teacher who designed and implemented the program. Data were collected from after-school program observations, undergraduate reflections, computer science content assessments, programming products, and attitude surveys. The results indicate that the program positively influenced student learning of computer science concepts and attitudes toward computing. Findings have implications for the design of effective learning experiences that broaden participation in computing. (Keywords: computational thinking, programming, middle school, mixed methods) 相似文献
9.
毕业设计是大学学习生活的最后一个组成部分。着重分析在毕业设计过程中存在的问题,并阐述软件工程的基本思想,以及怎样运用软件工程的理论思想指导计算机专业学生的毕业设计。 相似文献
10.
《Journal of Education & Work》2012,25(1):5-31
Abstract The widening of access to higher education for mature students has been placed on the policy agenda by the government, in part as a response to demographic changes which will reduce the number of young graduates entering the labour market. This article examines the current position of students in the over 30 age group in UK universities with reference to their entrance qualifications, degree attainment and first destinations on leaving university. It compares the experience of men and women in this age group with young students in the conventional undergraduate population and questions whether a university degree is sufficient to overcome the barriers to the labour market experienced by older graduates. Finally it challenges the access model of equal opportunity implicit in the government's White Paper on Higher Education. 相似文献
11.
The economics of the open university 总被引：2，自引：3，他引：2
Leslie Wagner 《Higher Education》1972,1(2):159-183
12.
计算机基础课程是高校非计算机专业开设的基础课,其教学目的是培养学生掌握一定的计算机基础知识和技术。针对大学计算机基础课程的现状和存在的问题,提出相应的改革措施,以提高计算机基础教学质量,加强学生实践能力与综合能力的培养。 相似文献
13.
为适应计算机科学与技术发展,解决近年地方高校大学计算机课程教学存在的问题,提出以本科专业人才培养方案为纲,构建面向计算思维的“宽、专、融”课程体系;以课程教学大纲为目,重构教学内容,改革教学方法,形成一套整体课程教学改革模式。改革实践表明,学生自主学习能力增强,应用能力提升,多人次获国家级省级竞赛奖项;近3年计算机等级考试合格率分别达到86.5%、93.8%、88.9%。结合学校具体情况实行以计算思维为核心的大学计算机课程教学改革是一种行之有效的方法,可供其它高校参考。 相似文献
14.
ABSTRACT In Australia, the number of female graduates in some science, technology, engineering, and mathematics (STEM) disciplines is as low as 15%. Previous reviews exploring the issues affecting female undergraduate STEM students are primarily based in North America and there is yet to be an Australian focused review. This review identifies the factors contributing to the gendered experience of Australian undergraduate STEM students. A systematic review was conducted in November – December 2018 using ERIC, PsycInfo, ProQuest and Scopus databases. From this review, 36 papers that focus on gender differences and university STEM students in Australia were identified. The Australian research suggests the most prominent issue for female STEM students is their lower self-efficacy. Gendered preferences for learning, gendered motivations to pursue STEM degrees, the masculine culture of these fields and gender differences in science identity were also themes identified through the review. This review indicates some gaps in the Australian literature, namely that identity, and other emotional factors, are understudied in the Australian context and an avenue for future research. The findings suggest that science educators should be aware of the gendered experiences of their students to ensure female persistence in university STEM degrees. 相似文献
15.
The gender composition of faculty is an important issue on many campuses. Substantial efforts are taken by colleges to hire a diverse faculty where women are equitably represented. Several papers suggest that female faculty can act as role models for female students. This issue is particularly emphasized in science and engineering programs. However, empirical research finds mixed support for this hypothesis. We provide a new test of this issue by examining whether female students have higher first-year retention rates when a greater percentage of their classes are taught by female faculty. There is a positive relationship between retention of female students and the percentage of their science and mathematics classes taught by female faculty. Also faculty gender has a greater impact on female students when their classes have few female students. Thus this study provides support for gender-based programs for hiring. 相似文献
16.
Zakiya S. Wilson Lakenya Holmes Karin deGravelles Monica R. Sylvain Lisa Batiste Misty Johnson Saundra Y. McGuire Su Seng Pang Isiah M. Warner 《Journal of Science Education and Technology》2012,21(1):148-156
In the United States, less than half of the students who enter into science, technology, engineering, and mathematics (STEM)
undergraduate curricula as freshmen will actually graduate with a STEM degree. There is even greater disparity in the national
STEM graduation rates of students from underrepresented groups with approximately three-fourths of minority students leaving
STEM disciplines at the undergraduate level. A host of programs have been designed and implemented to model best practices
in retaining students in STEM disciplines. The Howard Hughes Medical Institute (HHMI) Professors Program at Louisiana State
University, under leadership of HHMI Professor Isiah M. Warner, represents one of these programs and reports on a mentoring
model that addresses the key factors that impact STEM student attrition at the undergraduate level. By integrating mentoring
and strategic academic interventions into a structured research program, an innovative model has been developed to guide STEM
undergraduate majors in adopting the metacognitive strategies that allow them to excel in their programs of study, as they
learn to appreciate and understand science more completely. Comparisons of the persistence of participants and nonparticipants
in STEM curricular, at the host university and with other national universities and colleges, show the impact of the model’s
salient features on improving STEM retention through graduation for all students, particularly those from underrepresented
groups. 相似文献
17.
电大改革只有抓住专业建设和学科建设这根主线,才能够培养专业教师团队,提升教学质量,“办好开放大学”。省电大应瞄准开放大学建设目标,在“十二五”期间建成本科专业的基本发展构架,形成自主开办本科专业的能力,在此基础上经过巩固提高,力争在“十三五”期间建成一些研究生层次的专业。这样,省电大将成为办学层次基本完备、具有开展完整的学历教育能力的真正意义上的大学,获得自我生长的、可持续发展的能力,更好地为全民学习、终身学习的学习型社会提供高质量的教育服务。 相似文献
18.
In the past three decades in high-income countries, female students have outperformed male students in most indicators of educational attainment. However, the underrepresentation of girls and women in science courses and careers, especially in physics, computer sciences, and engineering, remains persistent. What is often neglected by the vast existing literature is the role that schools, as social institutions, play in maintaining or eliminating such gender gaps. This explorative case study research compares two high schools in Israel: one Hebrew-speaking state school that serves mostly middleclass students and exhibits a typical gender gap in physics and computer science; the other, an Arabic-speaking state school located in a Bedouin town that serves mostly students from a lower socioeconomic background. In the Arabic-speaking school over 50% of the students in the advanced physics and computer science classes are females. The study aims to explain this seemingly counterintuitive gender pattern with respect to participation in physics and computer science. A comparison of school policies regarding sorting and choice reveals that the two schools employ very different policies that might explain the different patterns of participation. The Hebrew-speaking school prioritizes self-fulfillment and “free-choice,” while in the Arabic-speaking school, staff are much more active in sorting and assigning students to different curricular programs. The qualitative analysis suggests that in the case of the Arabic-speaking school the intersection between traditional and collectivist society and neoliberal pressures in the form of raising achievement benchmarks contributes to the reversal of the gender gap in physics and computer science courses. 相似文献
19.
通过对安徽省部分高校在校大学生的调查,分析了安徽省大学生休闲体育活动的需求状况及特征,结果表明：大学生休闲体育项目的需求多样化,男女之间存在较大差异;大学生休闲体育活动参与形式的需求、场地设施的需求及体育指导的需求中,男女之间没有差异;大学生休闲体育消费结构的需求中,男女之间存在着差异. 相似文献
20.
Using the pipeline metaphor as the conceptual framework, the current paper presents gender differences in computer science (CS) and computer engineering (CE) students’ study aspirations in elementary and high schools, the extent to which they hold a study-related job while in college and their career aspirations after graduating from college. It highlights some of the weak joints of the pipeline and suggests a number of implications to improve representation of women in computing field. It is based on 150 interviews with undergraduate male and female students belonging to five major ethnic/racial categories (White, African-American, Hispanic, Asian American, Native American) from seven institutions in the USA. 相似文献