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this article. 1 Evidence that women's success in computer science varies over time was provided in an article by Camp that appeared in Communications in 1997 [2]. In this article, Camp documented the rise and fall in the female proportion of computer science Bachelor's degrees between 1981 and 1994. Camp also noted that this variation was affected by the type of college (engineering/nonengineering) in which a CS department was located. Figure 1 expands Camp 's timeframe to the most recent available data and reconfirms that women's proportion of CS Bachelor 's degrees waxes and wanes. As Figure 1 shows, women comprised 14% of CS Bachelor's degrees in the U.S. in 1971; this percentage rose to 37% by 1984, and then dropped 10 percentage points over the subsequent 13 years. These temporal changes in female representation are not statistical phantoms that can be easily explained away. In particular, they are not attributable to general trends in female educ

Departmental attrition data from one state show that the difference between male and female rates of undergraduate attrition from computer science varies by institution. This analysis suggests that departmental factors are important in attrition from CS. Some CS departments inhibit female persistence at the undergraduate level while other departments promote persistence. The observed variation encourages research that compares departmental characteristics such as structure and culture, and relates them to departmental outcomes. Shifting the research focus to departmental characteristics and outcomes will identify effective methods for retaining women. 1.1 Keywords undergraduate education, gender, retention, attrition 2.

ABSTRACT: This paper describes some features in the changing landscape of activities

This dissertation is dedicated to the fourteen women in this study group. May the sun shine on you. 3 ACKNOWLEDGEMENTS First and foremost, I thank my family for their support throughout this process, especially my husband, Ken, who has been so generous and loving. I hope that my work on this project helps instill in my children, Nora and Kip, an appreciation for education, as my parents, Marian and Ralph Manco, have inspired in me. I thank my dissertation supervisor, Dr. Ursula Wagener, for her unwavering support and tireless counsel throughout the numerous drafts of this dissertation. Additionally, I thank my committee members, Dr. Marvin Lazerson and Dr. Norman Badler, for their interest in my work and their expert guidance and insight throughout this process. I am indebted to Dean Eduardo Glandt, the faculty, administrators, staff and students in the School of Engineering and Applied Science of the University of Pennsylvania, who gave generously of their time and perspectives on the issues in women’s persistence in computer science. I thank, especially, Jackie Caliman for sharing with me her substantial knowledge of the undergraduate programs and students in computer science, and Fernando Pereira, Chair of the Dept. of Computer and Information Science, for making this study possible. Finally, I thank the fourteen women participants in this study for sharing openly and honestly their experiences with me. You are talented, passionate and energetic individuals who will be successful in whatever you choose. I have the greatest admiration and respect for each one of you.

study intended to determine which science, engineering, and math (SEM) majors during which years in their undergraduate education and from which academic performance levels are most interested in K-12 teaching. Results may aid policymakers and practitioners in making most effective use of this traditional undergraduate candidate pool when designing K-12 science and math teacher recruitment programs. A survey of SEM majors from two research-oriented, urban universities is used to assess participants ’ interest in K-12 teaching both compared to other career choices and in isolation. Results indicate that the more successful targets for K-12 teacher recruitment include: 1) SEM undergraduates in their junior and senior years independent of SEM major, 2) SEM undergraduates with mid- academic performance levels independent of SEM major and academic year, and 3) math majors followed by natural science majors and, as least promising targets, engineering majors. Results remain independent from gender and ethnicity variables..

CONTENTS Cover Sheet (NSF Form 1207) Principal Investigator Information (NSF Form 1225) Project Data Form (NSF Form 1295) Project Summary............................................................................................... i Table of Contents.............................................................................................. ii 1. Results from Prior Support...............................................................................iii 2. Project Narrative............................................................................................1 a. Current Situation...................................................................................1 b. Development Plan................................................................................. 4 c. Equipment.........................................................................................10 d. Faculty Expertise................................................................................

In 1998 the Department of Mechanical Engineering at San Diego State University began developing a series of courses using virtual reality as a tool to integrate the concepts of mechanical engineering. As the seminal project of these four classes, students are required to select a machine from the world around them and reproduce it in 3D virtual reality. Each of these machines has an inherent physical law that governs an aspect of its function, and students are expected to write the software governing the simplified physics. This paper will discuss various aspects of the four courses, but will focus on the last one.