Creating An Environment Supportive Of Diversity In Computing
Creating an Environment Supportive of Diversity in ComputingP. Mullins, D. Whitfield, D. Dailey, B. GocalComputer Science DepartmentSlippery Rock UniversitySlippery Rock, PA 16057, USApaul.mullins@sru.eduAbstract— This paper describes the results of a PDEKeystone/Frederick Douglass Grant that the authors received toincorporate diversity into computing coursework in the areas ofComputer Science, Information Systems, and InformationTechnology. Existing assignments created by professors from allthree disciplines were examined for their inclusion of diversity, in itsbroadest sense. Where little or no diversity was found in courseassignments, alternate assignments were proposed that includedsome degree of diversity.Keywords— computer science; diversity; inclusive environmentI.INTRODUCTIONThe authors received a grant from the Frederick DouglassInstitute to investigate the incorporation of diversity incomputing curricula without adding curricular components.The authors envision the creation of a sample set ofassignments that could be used not only within ourdepartment, but by other computing departments to createproblems for students that were inclusive, that is, supporteddiversity by making it a normal part of the course work. Thislimited approach is not intended to suggest that a moreinclusionary environment is not necessary or to be soughtafter; rather, it was intended to provide a means of showingfaculty how some degree of diversity could be included intheir courses with a minimum of effort or impact on how theclass is taught.Diversity was taken by the investigators in the broadestsense. That is, we included not only gender, people of color,and various ethnic backgrounds, but also included LGBT,religions, and the physically challenged. In this paper,underrepresented people is intended to include any of these.In addition, the project provided an opportunity for ourprogram to assess the current status of our program by lookingat sample assignments submitted as part of an accreditationeffort and to attempt to develop a methodology for the creationor modification of assignments to make them more inclusive.The idea of diversity in the computing classroom is not new– many papers on the topic have been published. One exampleof a programming assignment used to help students learn theGrant support provided by West Chester University of Pennsylvania’sFrederick Douglass Institutes of the Pennsylvania State System of HigherEducation.value of diversity and the analysis of the assignment shows theusefulness of using assignments as a conduit for diversity [1].Many works have been published discussing techniques thatattract and retain diverse populations of computing studentswhere diversity includes minorities [2]. The national center forwomen and information technology [3] works to increasediversity in IT and computing. Works have been published forusing widgets to support disabled learners [4].A. Department OverviewThere are three programs (majors) in the Department ofComputer Science at Slippery Rock University: computerscience (CS), information systems (IS) and informationtechnology (IT). All three programs are accredited by .org).The department offers 37 courses that are used asrequirements or electives in these three majors. One of these(CPSC 490: Independent Study) is used accommodate specialsituations that arise with students or scheduling. Two (CPSC498b: Machine Learning and Robotics and CPSC 498c:Compiler Transformation) have not been offered in a numberof years. In addition, there are several service-only coursesthat do not count toward any of the majors. 34 regularlyoffered courses were analyzed that count as a required orelective course in one or more of the three majors. Naturally,some of these courses count in more than one major. Table 1provides the number of department courses used in eachmajor. Of these 34 courses, five are also used as part of theuniversity’s liberal studies program and two for a basicuniversity computer competency requirement.TABLE I.BREAKDOWN OF THE 34 MAJOR 1281171011
II.METHODOLOGYDirectly addressing diversity, even on a college campuswhere open discussion and alternative views are honored, canbe problematic. For example, one potential assignment called“The game of Choice”, refers implicitly to the question ofwhether sexual preference is a matter of choice. The problemstatement for the course assignment is as follows:Diversity, for our purposes includes gender, race, religion,culture and sexuality (LGBTQI)Rate this assignment as to how well it addressesdiversity as it is.0 Not at all1 Somewhat or peripherally (describe)2 Obvious or clearly“Many still believe that sexual orientation is a matter ofchoice. It is well known among the ignorant, that proximity tothose whose sexual preference varies from one’s own maycause one to question one’s sexuality or even to change. InConway’s game of life, each cell has one of two states (dead oralive). In ours, each cell will have one of three states: gay,straight or questioning.”Clearly, people that believe either way could be offendedby the problem statement. The problem as originally conceivedused people of three religions (Christian, Muslim and Hindu)with somewhat different rules for the state changes. Eitherformulation of the problem is certain to offend some group.The problem could be “sanitized” for individuals by referringto the states as A, B and C.Similarly, someone may find that an assignment askingstudents to create a cash register program for specific itemspopular in Mexican cuisine as offensive. Similar items may, ofcourse, be chosen from any culture. Once again, the problem iseasily “sanitized” by referring to product1, product2, etc. Inboth cases, the authors view this sanitizing as failure to createan inclusive environment.As part of the accreditation process, sample assignments,quizzes and exams were collected for 34 of the departmentcourses. Student employees were tasked with completing anelectronic form to evaluate the inclusiveness of each of the 135assignments. The authors then reviewed the students’ work.The form consisted of identifying information, definitions,directions, and rubric-like scales. For example, Fig. 1 showsthe portion of the form used to determine how well the actualassignment addressed diversity.In addition, each assignment was rated as to how easily itcould be modified to address diversity without changing thepedagogical goals of the assignment, and how easily diversitycould be included with a possible modification of theeducational goals, without changing them entirely. Next, theauthors challenged themselves to generate at least twoassignments that included diversity for each course that is usedas a requirement or elective in all three majors.TABLE 2.As AssignedDiversity somewhat orperipherally addressed20Diversity obviously addressed4AddressesDiversity(0-2)Fig. 1.DescriptionPortion of data collection formIII.ANALYSIS OF ASSIGNMENTSA total of 135 assignments were analyzed by the studentemployees and then reviewed by the authors. It is worth notingthat some courses are offered more often than others. Someinstructors either did not use or did not submit sampleassignments (perhaps using a series of quizzes to evaluatestudents) and some focus on a small number of projects, whileothers submitted as many as ten small (lab) assignments.Naturally, some of the assignments are simply worksheets ortextbook problems sets, while others are custom-developedprojects. Table 2 provides a summary of the number ofassignments and the results of the analysis, with someassignments appearing in multiple columns.That only 24 of 135 (18%) existing assignments addresseddiversity as the assignments were submitted, with only four(3%) doing so in obvious or direct manner, may be indicativeof a number of things. Some, may even find 18% a surprisinglyhigh number in the rather technical fields of CS, IS and IT. Ofthe assignments that could be easily changed, 20 are notincluded in the existing (As Assigned) assignments. We findthat having 44 of 135 (33%) of the assignments easily changedto include diversity an encouraging finding. From anotherperspective, this implies that 33% of assignments could haveaddressed diversity, while only 18% (3% in an obvious ordirect way) actually did.IV.ASSIGNMENTS WITH DIVERSITYInvestigators challenged themselves to generate at least twoassignments that included diversity for each course that is usedas a requirement or elective in all three majors. With theexception of one course (CPSC 450: Internship), where onlyone assignment was devised, we were successful. Most of theassignments (see Appendix A) were uniquely generated,ANALYSIS OF EXISTING ASSIGNMENTSModify w/o affectinggoalsMight be changed to address18diversityEasily changed to address27diversityModification that mightaffect goals184
although some were based on existing assignments. That noneof the assignments simply referred to an existing assignmentmay say something about how faculty generate assignments.Presumably, there is a tendency to want new, unique problems– a laudable goal when students often seek “insight” fromInternet search engines as a first step to solving a problem.CpSc 464: Principles of Concurrent Programming andOperating SystemsProject 1: ThreadsA. Problems statements that include examplesCare should be taken to at least maintain neutrality in theuse of examples, unless one is seeking to emphasize diversity.The use of he/she or simply using titles, rather than names canhelp in maintaining neutrality. Selecting Susan or Juan orJuanita as the name of the project manager and John as theprogrammer implicitly includes an underrepresented group.You are to write a C program that uses POSIXsemaphores and threads to implement a multipleproducer, multiple consumer conveyor belt thatproduces both sopes and molletes. Use the followinginformation to complete the assignment: Twoemployees, Carlos and Fernanda, consume the Mexicansnacks by removing them from the conveyor belt in theorder they are produced. The conveyor belt can onlyhave 10 items on the belt at a time with a maximum of 3sopes permitted on the belt at a time. Additionalrestrictions: the Mexican snacks are consumed in FIFOorder, producers should exit when a total of 100Mexican snacks are generated, do not use globalvariables, pass parameters. For proper simulation, youwill need to implement parameters that control timing.-t N the delay in milliseconds between the production ofeach sope.-s N the delay in milliseconds between the productionof each mollete.-F N where N is the number of milliseconds thatFernanda needs to place an item in its wrapper-C N where N is the number of milliseconds that Carlosneeds to place an item in its wrapperA large number of problem statements include one or moreexamples to help elucidate the problem for the student. Evenwhen the problem does not otherwise address diversity, theexamples selected often can. For example, a problem askingthe student to sort names (strings) might well be elucidated bythe names of famous underrepresented people. Figure 2provides an example from an IT course.Output each time a Mexican snack is produced and eachtime a Mexican snack is consumed. At the end of therun, print a summary of how many sopes and molleteswere produced and how many Mexican snacks Carlosand Fernanda consumed.Fig, 3 Example from Computer ScienceOne of the goals of this study was to create a set of sampleassignments that could be used directly, or as the basis formodification, by other faculty at other institutions. Asexpected, some of the more theoretical classes where a greaterchallenge and those that included programming somewhateasier. Web programming, in particular, is especiallyconducive to including diversity, as the assignment oftenincludes or even focuses on images or data which can beselected for diversity. There are four categories of assignmentsin the courses: problem statements that include examples,assignments that use specific objects, data processingproblems, and theoretical problems. Each of these fourcategories are explained and a sample assignment theemphasizes diversity is provided.Web development is inherently more visual than manytraditional computing problems and lends itself easily to theinclusion of images. Whether these images are part of theproblem, an example, or simply decoration, they allow for anCpSc 327: Systems Administration and SecurityProject 2: Country of Origin“The highest-piracy countries are Armenia, Bangladesh,Georgia, and Zimbabwe, all over 90 gs/the-globalsoftware-piracy] Many attribute the relatively high rates ofpiracy to social conditions. When it comes to Internetattacks, the US often points the finger of blame at China orother global competitors. Research the issue of where Webbased attacks, phishing URL, and spam originate (or arehosted). Determine the top three countries for all maliciousactivity. Start with Symantec’s Internet Threat SecurityReports, but back this up with additional resources.Fig. 2Example from Information Technologyobvious inclusion of diversity.B. Problems that use specific itemsIn many programs the problem is made more real to thestudent by identifying specific objects. These might be objectsthat are being purchased or sold, organized spatially orsearched for. In any case, example objects may be selected thatin some way represent diversity, items that are generallythought of as being representative of a culture (as shown inFig. 3). Of course, care should be taken not to select items thatrepresent a stereotype.C. Data processing problemsAll computing programs address data in some way, butmany are designed to read, process and output data. Thesample data set often offers an easy opportunity to includediverse names of people or items as seen in Figure 4.
CpSc 323: Database SystmesProject 1: SQL QueriesA table of foods and their ethnic heritage has beencreated. It consists of the columns: FoodName NumIngredients Ethnicity PrepTime CookTimeWrite the Queries to display the following:1. FoodName and Ethnicity2. CookTime3. All FoodNames where CookTime is 304. All FoodNames where PrepTime CookTime is 605. All columns Sorted by Ethnicitydeveloped. Hence, great imagination can be used to coerce anassignment to be more inclusive.For those courses that assignments cannot be created, it isgenerally worthwhile to discuss with the students a particularperson from some underrepresented group as a means ofmotivating the assignment. Although this is separate from theactual assignment and does use at least a small amount of classtime, it is an excellent way to make students aware of thecontributions to the discipline from underrepresented people.Dr. Richard A. Tapia [5] or Maria Klawe[6]could be used fortheoretically courses; Admiral Grace Murray Hopper [7] couldbe used for hardware or compiler courses.REFERENCES[1][2]Fig. 4Example from Information SystemsV.CONCLUSIONFor 30 of the 34 courses at least two assignments that easilyaddressed diversity were created. Programming and discussioncourses were easy to develop assignments for. However, somecourses do not seem to lend themselves to more inclusionaryassignments. In particular, Computer architecture, ComputerOrganization, Theory of Computation, and Compiler Designassignments did not fit the generic approaches described above.When the assignment is to build an adder, diversity may seemunattainable. However, an assignment to write an assemblylanguage with instructions for non-Western cultures could beAPPENDIX A: SAMPLE ASSIGNMENTS[3][4][5][6][7]M. Wick. “Using programming to help students understand the value ofdiversity”. Proceedsing of SIGCSE 2009J. Cohoon and L. Tychonievich. “Analysis of a CS1 Approach forAttracting Diverse and Inexperienced Students to Computing Majors”.Proceedings of SIGCSE 2011. Pgs 165-170National Center for Women and Information Technology.http://ncwit.orgV. Gkatzidou, E. Pearson, S. Green, and FO. Perrin. “Widgets to supportdisabled learners: a challenge to participatory inclusive design” OzCHI'11: Proceedings of the 23rd Australian Computer-Human InteractionConference. November 2011.Tapia, Richard. http://www.caam.rice.edu/ veoffices/officeofthepresident1/bio.htmlHopper, Grace. http://www.history.navy.mil/bios/hopper grace.htmCpSc 140: Introduction to Programming Principles(IT-R, IS-R, CS-R)Project 1: Flash-Card Learning GameEach department course used in one of the majors is listedhere along with a sample assignment for that course.Courses are identified by title and include an indication ofwhich major (CS, IS or IT) uses the course and whether thecourse is required (R) or elective (E). A full listing of thecurriculum for each major is available at http://cs.sru.edu.The complete list of example assignments is available athttp://cs.sru.edu/ mullins/diversity/AppendixA.pdf.Write a program that maintains pairs of words (orphrases) in an array or pair or arrays, one in English, theother in Spanish. The program allows the user to selectwhich language is presented. During play, the programrandomly selects a term from the appropriate array, displaysit, and reads the user’s response. The response is comparedto the expected result, scored, and, if not correct, the correctanswer is displayed. The user must be able to indicate whengame play ends, at which time a final score is presented.CpSc 130: Introduction to Programming andInformation Systems (IT-R, IS-R)Project 2: Best Movie PageCpSc 150: Advanced Programming Principles(IT-E, IS-R, CS-R)Project 1: Object Oriented DesignCreate a web page that lists various categories of films,including at least action, foreign, romance, comedy, andgay/lesbian. Using the images provided as icons (selectothers as needed), allow the user to choose a category. Thelink takes the user to a separate category page for each genreyou have chosen. In each category, add at least two wellknown films. If you don’t personally know of a film thatshould be listed (your opinion), do a key word search atimdb.com. Each Movie listing must include a title and ashort description on a well-formatted page.Create a program that simulates the operation of avending machine. The user interacts with an interface thatoffers choices of food, accepts coins, and respondsappropriately.The program could offer a choice of language for theinterface such as English or Spanish. Another option wouldbe to offer a choice of ethnic foods such as Mexican orItalian or Classic American Fast Food.
CpSc 207: System Software and Architecture for EndUsers (IT-R)Project 1: working with Basic UNIX commandsCreate a file containing 10 English words each followedby a space character and then a one-word translation (usingAlta Vista’s Babel fish, Google’s translation tools, or anactual bilingual dictionary) of that word into some otherhuman language (extra credit for using non-Indo Europeanlanguages). Write a shell script which accepts, as input, aword from either language and outputs its translation.CpSc 301: Practical Computer Security (IT-E)Project 2: What is a threat?Different nations have different laws about freedom ofspeech, decency and obscenity, and privacy. Suppose youwere sent by your employer to administer computing andnetwork systems in a foreign country. Give a case study ofhow the laws of one particular country might affect your job.CpSc 305: Introduction to Expert Systems (IS-E)Project 3Discuss why this technique might not work for thegeneral problem of translating text in one language to text inanother language.Match up exchange students with host families based oncultural interests, language, ability/willingness to providetransportation, etc.CpSc 210: Productivity Software (IT-E, IS-R)Project 2CpSc 311: Discrete Computational Structures(IT-R, IS-E, CS-E)Project 1: History of MathematicsPrepare a PowerPoint presentation about a multinationalsoftware/hardware company based in Asia or Africa.CpSc 217: Structured and Dynamic Web Programming(IT-R, CS-E)Project 2: String handling and probabilityFirst choose two languages to work with. One should beIndo-European, the other should be non-Indo European. Theorthography of at least one should not be the Romanalphabet. Build a web page in which the user can type orpaste a paragraph or more of text from either language.When done, the user can press a button which "analyzes" thetext. The analysis consists of two tabulations: the frequencyof occurrence of every glyph (character) includingpunctuation marks (In alphabets that distinguish betweenlowercase and uppercase letters, the two variants of the sameletter should be considered the same so that "a" and "A" areidentified) and the frequency of occurrence of everycharacter pair (or digraph -- in which "ab" is not the same as"ba") is tabulated and presented on the page.Finally, when a second button is pressed, new randomtext is generated and placed somewhere else on the page. Thenewly generated text should be generated with theprobabilities of characters’ occurrences matching thefrequency of occurrence within the user's text. That is, if theoccurrence of "e" accounts for 12% of the characters used,then the probability of generating an "e" should be 0.12List three major contributions to the history ofmathematics that were contributed by persons neither fromEurope nor the Americas.CpSc 317: Scripting Languages (IT-R, IS-E)Project 2: Mapping with Geographic DataThe map at http://granite.sru.edu/ ddailey/usmap.svgtakes public data from the US Census Bureau and shades the50 states based on any of 82 variables chosen by the user. Dothe same thing for the states, provinces, or counties ofanother country where English is not the official language.Be sure to discuss issues involved in finding the data, itsoriginal sources and its accuracy.CpSc 323: Database Systems (IT-R, IS-R, CS-E)See Fig. 4.CpSc 327: Systems Administration and Security(IT-R, IS-E)See Fig. 2.CpSc 343: File Processing (IT-E, IS-R)Project 2CpSc 236: Selected Computer Languages(IT-E, IS-E, CS-E)Design an HR database (set of files) that can be used by acompany for employee management and healthcaremanagement where the company allows domestic partners(and dependents). The system shouldn’t “out” people justbecause they are using the benefits. Actually, this would beat least two “views” of the data.All of the suggestions from CpSc 150 are appropriate forcourses in other languagesCpSc 358: Simulation (CS-E)Project 2: Best Fit and Bias.CpSc 300: Challenges of Computer Technology(IT-R, IS-R)Project 3Create best fit for data on table service for various ethnicand gender customers. The object would be to determine ifservice was fair among the various groups.Why are there so few women and minorities ininformation technology? Use current literature to answerthis question in an essay exam.CpSc 365: Management Information Systems(IT-E, IS-R)Project 2Determine a way to recycle equipment to “needypeople”. How are they identified? How is the programsustainable? How does it help the corporation?
CpSc 370: Computer Organization (IS-E, CS-R)Project 2Write an assembly language with instructions appropriatefor non-Western cultures.CpSc 374: Algorithms and Data Structures (CS-R)Project 1: Shortest-PathFor all of the major buildings on campus, develop a map(graph) that describes the path that wheelchair-bound personis able to take in traversing the campus. Weight each pathsegment based on a combination of difficulty of traversal anddistance. Write a program that asks the user which buildinghe or she is leaving and which he or she is traveling to.Determine the shortest path for the traversal.CpSc 376: Programming Languages (CS-R)Project 2Select a language from the list below and prepare apresentation for the class that discusses the salient designdecisions.DesignerAlain ColmerauerRalph GriswoldGuido van RossumOle-Johan Dahl, Kristen Nygaard'83:Jean Ichbiah, '95: Tucker TaftYukihiro pSc 378: Theory of Computation (CS-R)Project 3: The Game of “Choice”Many still believe that sexual orientation is a matter ofchoice. It is well known among the ignorant, that proximityto those whose sexual preference varies from one’s own maycause one to question one’s sexuality or even to change. InConway’s game of life, each cell has one of two states (deador alive). In ours, each cell will have one of three states: gay,straight or questioning.The program will read the state (rectangular map) from afile or allow the user to select cells interactively and assign astate. Each generation, including the initial is displayed. Therules for determining the next generation are as follows: If the cell is “straight” and 4 or more neighbors arestraight, the cell stays the same. If the cell is “straight” and 2 or 3 neighbors arestraight, the cell becomes “questioning”. If the cell is “straight” and 0 or 1 neighbors arestraight, the cell becomes “gay”. If the cell is “gay” and 4 or more neighbors are gay,the cell stays the same. If the cell is “gay” and 2 or 3 neighbors are gay, thecell becomes “questioning”. If the cell is “gay” and 0 or 1 neighbors are gay, thecell becomes “straight”. If the cell is “questioning” and 4 or more neighborsare questioning or the number of neighboring gaycells equals the number of neighboring straight cells,the cell stays the same. Otherwise, the cell changes tothe state of the maximum of gay and straightneighbors.Submit with a DFA to show state changes.Note: As implied above, this is not intended to model thereal world. The “questioning” state is simply a contrivancefor the program. We cannot replace “questioning” withbisexual, as we are not dealing with the gender of theneighbors. (And, a bisexual might well argue that he or she isnot questioning his or her orientation.)CpSc 413: Systems Analysis (IT-R, IS-R)Project 2Temp Office Personnel specializes in providing jobs forwomen with children. They match special skills to needs at acompany and take into account the time needs of themothers. A position is often filled by two, and potentially,more temps. All the skills have to match. Times need tocorrelate. And, they need a way to effectively transitionwork. Create a data model for such a system.CpSc 423: Computer Networks (IT-R, IS-R, CS-R)Project 3: Digital DivideFor each of the populated continents (Asia, Africa, NorthAmerica, South America, Europe and Australia), identify atleast three servers that will respond to ping and tracert inthree different countries (assume Australia includesTasmania, New Guinea, the Aru Islands and Raja AmpatIslands). For each of your servers, run ping tests to determinethe minimum, average and maximum response times. Showthe results using a graph. Use tracert to determine paths takento each destination. Identify shared links in the paths andsignificant bottlenecks. Draw a graph showing the results.CpSc 427: Interface Design (IT-R)Project 2: Color perception and color termsWrite a paper on the neurological, perceptual and culturalissues involved in the use of colors on a web site. Includesuch topics as why women have more terms for colors thanmen and cross cultural differences in the emotiveconnotations of various colors.CpSc 443: Software Project Management (IT-E, IS-R)This assignment should be the next step of either of theCpSc 413 projects. Presentation on projects described insome selected set of papers (that would describe projects inAsia, Africa, etc.)CpSc 450: Internship (IT-E, IS-E, CS-E)Project 1: SRU Proprietary ReportAfter completing the internship, write a report thatdescribes the company environment or culture as it pertainsto multiculturalism. Describe how the culture could beimproved while maintaining effectiveness and profitability
CpSc 456: Introduction to Computer Graphics (CS-E)Project 1: Avatar CreatorCpSc 474: Computer Architecture (CS-R)Project 1: Architecture HistoryMany social networking sites allow the user to post animage which might be an avatar to represent them pictorially,some make more extensive use of avatars. For our purposes,we will assume a 2D, static avatar is the goal. Write aprogram that assists that user in creation of an avatar. Yourprogram must take into account the preferred gender and race(skin tone) of the user. For extra credit, include height andweight preferences (for example, tall & slim).Find and report on accomplishments of computerscientists of specific gender and races One example of awoman is Admiral Grace Hopper, a woman who did researchon early computers such as the Mark I and languages such asCOBOL. Another example is an African, Philip Emeagwali,a Nigerian who made major contributions to the design of theConnection /emeagwali philip.html)CpSc 464: Principles of Concurrent Programming andOperating Systems (CS-R)See Fig. 3.CpSc 466: Compiler Design and Implementation (CS-E)Project 1Use the biography of Vugranam Sreedhar as anintroduction to a Compiler Design programming languages, security, business process,multicore Dr. Vugranam C. (VC) Sreedhar is currently aResearch Scientist and a Project leader at IBM TJ WatsonResearch Center working in the area of Information Security.His Ph.D. thesis is in the area of program analysis and isentitled "Program Analysis Using DJ Graphs”. Dr. Sreedharhas worked in several projects architecture, concurrencyanalysis, software quality, and embedded systems.Jugranam C. (VC) Sreedhar is a lecturer with the ACMDistinguished Speaker Program on various topics including"Static Single Assignment Form and its Applications ".ABSTRACT:Static Single Assignment (SSA) Form is now a wellaccepted intermediate re
an inclusive environment. As part of the accreditation process, sample assignments, quizzes and exams were collected for 34 of the department courses. Student employees were tasked with completing an electronic form to evaluate the inclusiveness of each of the 135 assignments. The authors then reviewed the students' work.
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