Project Title

Women Computer Science Majors and Lego Mind Storms: A Winning Combination for Attracting
High School Girls to Computer Science?

Participants (students and faculty)

Florence Appel, Associate Professor of Computer Science

Gloria Fey, Lab Instructor

Alina Khouri, Senior Computer Science major

Jean Mehta, Professor of Computer Science

Maggie Terry, Senior Computer Science major

Jacqueline Zamora, Junior Computer Science major

Hypothesis

High school girls will develop a positive attitude towards computers (resulting in an increased level of
interest in the computer science discipline) when female computer science majors introduce them to
programming via Lego Mind Storms workshops.

General Project Description

Due to a variety of factors in their personal and academic lives, high school females often develop
negative attitudes about computer technology. They are then less likely to pursue college majors in
computer science, thus contributing to the well-known shortage of women in the computing
profession. Our goal is to address and improve these young women's attitudes so that they will be
more inclined to develop an interest in computers and the computer science discipline. We plan to
provide local high school girls with enjoyable active learning experiences (Lego Mind Storms
workshops) that will be developed and administered by female undergraduate computer science
majors from Saint Xavier University. To ascertain the impact we have had on these students, we will
survey them about their attitudes towards computers, and their interest in a computing career, both
before and after we deliver the workshops (please see "Methods" section below).

It is well documented that university-level computer science classes are dominated by male students
who have chosen the major after years of encouragement and experience with computer technology
[6, 16]. When women with above-average problem-solving skills are asked why they avoid
computer science classes, they often state that they do not like computers, and, when further pressed,
they cite their inexperience and lack of ability to use the technology [6, 10]. As a group of six
women dedicated to the computer science field, we feel that we have the potential to make a positive
impact on the lives of local female high school students. Three of us are Saint Xavier University
students who graduated from three very different local high schools: a private Catholic girls' school,
a public inner-city school and a public suburban school. As products of these institutions, we are
familiar with their cultures; all six of us are researching and deepening our understanding of the
reasons that prevent most women from entering the field that we have chosen.

Our main goal is to provide the students with whom we work a positive experience with computers,
and to give them the opportunity to feel that they have the ability to work with computers. Involving
female students in Lego Mind Storms workshops will immerse them in an activity that gives them a
sense of what programming is and will introduce them to the principles behind the functioning of
simple robotic technology. We have chosen Lego Mind Storms because working with these robots is
highly enjoyable and provides many opportunities for immediate feedback and learning.

Having these workshops designed and delivered by alumnae of these high schools should have the
effect of exposing female high school students to women just like them who have gone on to become
successful computer science students. We hope to serve as important role models for them, and to
provide them with not only the programming instruction required to work with Lego Mind Storms,

but also with support and inspiration to believe in their ability to work with computer technology.
We want to show them that we really enjoy working with computers, and that they can learn how to
do it and enjoy it too. The literature shows that the effect of role models cannot be overstated [11, 19,
20].

We have chosen to address only female high school students because studies have shown that gender-
segregated learning experiences for women create an environment that is potentially more conducive
to addressing girls' hesitations about their abilities and inexperience in working with computers [14].

Methods (to be utilized, including background research to be studied)

Our intention is to understand the details and complexities of female students' experiences, beliefs,
and attitudes about computing. According to [8], issues such as confidence, gender socialization,
motivation, and culture play a major role in the lack of women in computer science. Our background
research will focus on these issues and will inform us how to carry out our project.

Our work will include:

•  Developing and administering (in consultation with a sociologist) pre- and post-workshop
surveys consisting of questions regarding students' attitudes about computers and interest in
computer science

•  Creating the curriculum and delivering Lego Mind Storms Robot Workshops

•  Analyzing surveys

•  Writing a final report to summarize our research and results

Character and content of our workshops will be based on the following:

• Background research

•  Pre-workshop survey results

•  Personal experiences learning to use Lego Mind Storms

•  Consultation with high school educators

After completing the workshops, the post survey will be administered. We will then compare the
results of these two surveys and conclude the effectiveness of our workshops, mentoring, and
guidance. Finally, we hope to continue to serve as important role models and mentors for these
students in the future.

References

1. Abramson, D., Lowe, G., Atkinson, P. Are you interested in computers and electronics? 2000.
ACM Press, New York, pp. 1 - 5

2. Bames, D.J. et al. A Road Map for Teaching Introductory Programming Using LEGO
Mindstorms Robots. SIGCSE Bulletin, 2003, Volume 35, Number 2, pp.191-201

3. Castaneda S.E. et al. Increasing the Enrollment of Women in Computer Science Proceedings of
the 34^th ACM Technical Symposium, 2003, ACM Press, New York, pp.386-387

4. Cohoon, J.M. Recruiting and Retaining Women in Undergraduate Computing Majors. SIGCSE
Bulletin, 2002, Volume 34, Number 2, pp.48-52

5. Cottrell, J. I'm a stranger here myself: a consideration of women in computing. 1992. ACM
Press, New York, pp. 71 - 76

6. Fisher, A. and Margolis, J. Unlocking the Clubhouse: Women in Computing. MIT Press, 2003

7. Fowee, S., Guszkowski, A., and Skyllingstad, D. Filling the Pipeline: An Examination of Factors
Influencing High School Girls' Attitudes Towards Computer Science. CRA-W
http:/7www.cra.org/Actiyities/craw/crew/crewReports/20Q2/xavier_final.html

      8. Gammil, S. Strategies for small schools "reaching out to the community." 1991.   ACM Press,
            New York, pp. 98 - 92

       9. Gorriz, C.M. and Medina, C. Engaging Girls with Computers Through Software Games.

Communications of the ACM, 2000, Volume 43, Number 1, ACM Press, New York, pp.42-49

    10. Graham, S. and Latulipe, C. CS Girls Rock: Sparking Interest in Computer Science and

Debunking the Stereotypes. Proceedings of the 34^th ACM Technical Symposium, 2003, ACM
Press, New York, pp.322-326

    11. Haller, S. M. and Possum, T. V. Retaining women in CS with accessible role models. 1998.
        ACM Press, New York, pp. 73-76

    12. Jepson, A. and Peri, T. Priming the pipeline. 2002. ACM Press, New York, pp. 36 - 39

    13. Pearl, A. et al. Becoming a Computer Scientist. SIGCSE Bulletin, 2002, Volume 34, Number 2,
        pp. 135-144

14. Purchase, H., Hussey, A., Brookes, W., and Leadbetter D. Fostering interest in information
    technology: running a vacation school for pre-University students. 1997. ACM Press, New
    York, pp. 126-134

    15. Rodger, S. H. and Walker, E. L. Activities to attract high school girls to computer science. 1996.
        ACM Press, New York, pp. 373 - 577

    16. Scragg, G. and Smith, J. A Study of Barriers to Women in Undergraduate Computer Science.
        Proceedings of the 29^th ACM Technical Symposium, 1998, ACM Press, New York, pp 82-86

     17. Selby, L., Ryba, K., Young, A. Women in computing: what does the data show? 1998. ACM
            Press, New York, pp. 62 - 67

18. Skinner A. and Treu, K. Ten Suggestions for a Gender-Equitable CS Classroom. SIGCSE
    Bulletin, 2002, Volume 34, Number 2, pp.165-167

    19. Townsend, G.C. People Who Make a Difference: Mentors and Role Models. SIGCSE Bulletin,
            2002, Volume 34, Number 2, pp.57-61

20. Townsend, G. C. Viewing video-taped role models improves female attitudes toward computer
        science. 1996. ACM Press, New York, pp42-46

Student Activity and Responsibility

Students will locate, study, and analyze articles regarding girls and computer science. They will meet
with each other and faculty on a regular basis and keep in touch via e-mail. During the group
meetings, they will take turns leading group discussions regarding the research they have found, and
analyze resources. They will review existing research and projects that were conducted to recruit
women to pursue the computer science discipline. They will discuss what methods were successful in
recruiting girls and what methods were not.

Students will learn how to construct and program the Lego Mind Storm robots. They will construct
all the robots that will later be programmed in the workshops. They will research other options for
the Lego Mind Storm robots on the Lego website www.legomindstorms.com.  Students will organize information to present to their former high schools in order to gain permission
to conduct the workshops there. Students will decide on the curriculum, the length and content of the
workshops. They will write surveys with the help of faculty and outside experts. They will analyze
the results of the surveys with the help of faculty members. At the workshops, they will act as role models, lead small groups, and assist the high school girls in programming the Lego Mind Storm
robots. After completing all the workshops, the students, along with faculty members, will analyze the results
to determine if they were successful in increasing the girls' enthusiasm for computing.

Faculty Activity and Responsibility

In the first semester of the project, faculty will participate in student-led discussions of articles and
references; collaborate with students and outside experts (high school teachers, sociologists, etc) to
develop workshop content and survey questions. In the second semester, faculty will support the
students again with workshop logistics and encourage ongoing discussion and refinement of the
materials.

Budget (and justification if requests are made beyond student stipends)

We are requesting a total of $3,500 to be distributed as follows:

•  Student stipends for three students: $3,000

• Special equipment: $500

We currently own five Lego Mind Storms kits, and will require more of these to deliver our
workshops. At $200 each, this award will enable us to purchase two complete kits, and will
contribute to half the purchase of a third. Department funds will enable us to purchase three
more.

•  We will also apply for University funds to support the dissemination of our results at local
and regional computer science conferences.