Women pursue education and careers in computer science far less frequently than men do. In 1990, only 13% of PhDs in computer science went to women, and only 7.8% of computer science professors were female. Additionally, the percentage of female computer science students appears to be increasing at only a slow rate or even decreasing. Apart from ethical concerns at women's lack of participation in computer science, the demographics of the country are such that the United States will not have enough engineers and scientists unless underrepresented groups increase their participation. This report examines the influences against a woman's pursuing a career in a technical field, particularly computer science. Such factors include the different ways in which boys and girls are raised, the stereotypes of female engineers, subtle biases that females face, problems resulting from working in predominantly male environments, and sexual biases in language. Finally, I discuss effective and ineffec...

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

This paper explores the role of the traditional computational metaphor in our thinking as computer scientists, its influence on epistemological styles, and its implications for our understanding of cognition. It proposes to replace the conventional metaphor --- a sequence of steps --- with the notion of a community of interacting entities, and examines the ramifications of such a shift on these various ways in which we think.

Piaget defines intelligence as adaptation, or the ability to maintain a balance between stability and change, or, in his own words, between assimilation and accommodation. When people assimilate the world to their current knowledge, they impose their order upon things. This momentary closure is useful to build "invariants " that lend existence to the world, independent of immediate interaction. In accommodation, people become one with the object of attention. This may lead to momentary loss of control, since fusion loosens boundaries, but allows for change. I choose the domain of perspective-taking to illustrate how this alternation between assimilation and accommodation punctuate individuals ' interactions with the world. I show that the ability to move away from one's own standpoint, and to take on another person's view, requires the construction of cognitive invariants: a recasting of the world's stabilities that transcends any given viewpoint. I conclude that separation is a necessary step toward the construction of a deeper understanding, and that adopting a "god's eyes view " is by no means contrary to situating one's one stance in the world.

This paper investigates the role of online resources in problem solving. We look specifically at how programmers—an exemplar form of knowledge workers—opportunistically interleave Web foraging, learning, and writing code. We describe two studies of how programmers use online resources. The first, conducted in the lab, observed participants ’ Web use while building an online chat room. We found that programmers leverage online resources with a range of intentions: They engage in just-in-time learning of new skills and approaches, clarify and extend their existing knowledge, and remind themselves of details deemed not worth remembering. The results also suggest that queries for different purposes have different styles and durations. Do programmers’ queries “in the wild ” have the same range of intentions, or is this result an artifact of the particular lab setting? We analyzed a month of queries to an online programming portal, examining the lexical structure, refinements made, and result pages visited. Here we also saw traits that suggest the Web is being used for learning and reminding. These results contribute to a theory of online resource usage in programming, and suggest opportunities for tools to facilitate online knowledge work.

The ready availability of online source-code examples has fundamentally changed programming practices. However, current search tools are not designed to assist with programming tasks and are wholly separate from editing tools. This paper proposes that embedding a task-specific search engine in the development environment can significantly reduce the cost of finding information and thus enable programmers to write better code more easily. This paper describes the design, implementation, and evaluation of Blueprint, a Web search interface integrated into the Adobe Flex Builder development environment that helps users locate example code. Blueprint automatically augments queries with code context, presents a code-centric view of search results, embeds the search experience into the editor, and retains a link between copied code and its source. A comparative laboratory study found that Blueprint enables participants to write significantly better code and find example code significantly faster than with a standard Web browser. Analysis of three months of usage logs with 2,024 users suggests that task-specific search interfaces can significantly change how and when people search the Web.

ABSTRACT. This paper suggests that from a cognitive-evolutionary perspective, computational media are qualitatively different from many of the technologies that have promised educational change in the past and failed to deliver. Recent theories of human cognitive evolution suggest that human cognition has evolved through four distinct stages: episodic, mimetic, mythic, and theoretical. This progression was driven by three cognitive advances: the ability to “represent ” events, the development of symbolic reference, and the creation of external symbolic representations. In this paper, we suggest that we are developing a new cognitive culture: a “virtual ” culture dependent on the externalization of symbolic processing. We suggest here that the ability to externalize the manipulation of formal systems changes the very nature of cognitive activity. These changes will have important consequences for mathematics education in coming decades. In particular, we argue that mathematics education in a virtual culture should strive to give students generative fluency to learn varieties of representational systems, provide opportunities to create and modify representational forms, develop skill in making and exploring virtual environments, and emphasize mathematics as a fundamental way of making sense of the world, reserving most exact computation and formal proof for those who will need those specialized skills.

Nearly forty years ago, Kevin Lynch (1960) described the environmental image in terms of five structural features: districts, edges, paths, nodes, and landmarks. Though the work has been much criticized, even by Lynch himself, it may provide a basis for a computational tool useful both in design and in research on spatial cognition. This paper revisits Lynch's responses to criticisms as a means of ascertaining the potential merit of the prototypical tool, called "WayMaker." In addressing Lynch's concerns about his own method and results, we see that WayMaker and tools like it may support Lynch's value of participatory design, while enabling extension of his efforts to understand how people think about the spaces they inhabit. The paper includes discussion of methods for research in spatial cognition and potential use of WayMaker within graphical environments supporting virtual communities.

We bring together concerns in software design and learning theory through creation of a Java framework for development of software construction kits. The kits are highly visual and highly interactive, and are premised on the notion of "microworlds" as environments for learning and learning research [6]. Usage of four existing kits is informing development of the framework, which in turn we are applying to development of a new kit. The kits support construction of two-dimensional, graphical structures that behave in characteristic ways when activated. We employ design heuristics of "object permanence," "transparency," and use of multiple simultaneous views to illustrate shifts of scale, perspective, time, and representation. Broader use of the general "Kit4Kits" will help us address viability of our "elements and operations" design approach. This work may not be copied or reproduced in whole or in part for any commercial purpose. Permission to copy in whole or in part without payment o...

We describe a genre of game-like construction kits and an extensible Java framework that models method and structures for generating them. We include descriptions of the kits' conceptual bases and design principles, and explain how work with users of the "Kit for Kits" framework informed modifications promoting use by people with a broad range of expertise in programming, design, multimedia production, and learning theory. Continued development of the framework is informed by museum-based contexts for kit use.