@article{newhouse_lehman_wofford_sendowski_2024, title={Doing and Defining Interdisciplinarity in Undergraduate Computing}, volume={24}, url={http://dx.doi.org/10.1145/3654676}, DOI={10.1145/3654676}, abstractNote={Interdisciplinarity has been touted as a means to recruit more racially and gender diverse students to computing. In this explanatory sequential mixed-methods study, we investigated demographic characteristics among a sample of undergraduate students pursuing interdisciplinary computing major and minor combinations at 15 institutions in the United States who completed a survey at the end of their introductory course. Descriptive analyses of responses to this survey of introductory computing students revealed that enrollment in interdisciplinary combinations was limited and did not appear to disproportionately attract women or Black/African American, Latine, Indigenous, and Multiracial students. We then conducted a directed content analysis of departmental websites to examine the language and policies that may preclude or encourage students to pursue interdisciplinary computing major and minor combinations. Findings revealed that departmental offerings of such programs were limited, and, among those that did offer such programs, communication about their goals and requirements was often lacking. Implications for research and practice, especially as they pertain to efforts to broaden participation in computing, are discussed.}, number={3}, journal={ACM Transactions on Computing Education}, author={Newhouse, Kaitlin N. S. and Lehman, Kathleen J. and Wofford, Annie M. and Sendowski, Michelle}, year={2024}, month={May} }
 @inbook{jaeger_newhouse_yilmaz_vanzoest_2024, title={Inclusion at the Center: Teaching and Learning in the Community College Context}, volume={39}, url={http://dx.doi.org/10.1007/978-3-031-38077-8_10}, DOI={10.1007/978-3-031-38077-8_10}, abstractNote={Given that community colleges serve a broad swath of students with a broad swath of goals, expectations, and outcomes, exploring what we know about teaching and learning in the community college – where putting inclusion at the center of pedagogical practice is essential – may help educators and practitioners at all types of institutions serve diverse populations of students more successfully. The following chapter provides an overview of the community college context, including a review of what is known about students and instructors in the modern community college. We then highlight key theories of learning and teaching that are most applicable to diverse classroom settings and focus on two key areas – distance learning and instructor professional development – where these theories and promising practices are applied in the community college context, including a discussion of a first-of-its kind statewide professional development network serving the North Carolina community colleges. By centering community colleges and offering action-oriented solutions and recommendations, this chapter aims to guide scholars and practitioners who are invested in improving teaching and learning in higher education toward impactful future research.}, booktitle={Higher Education: Handbook of Theory and Research}, publisher={Springer Nature Switzerland}, author={Jaeger, Audrey J. and Newhouse, Kaitlin N. S. and Yilmaz, Ece and VanZoest, Emily R.}, editor={Perna, L.W.Editor}, year={2024}, month={Feb}, pages={521–592} }
 @article{george_newhouse_2024, title={Updating Our Understanding of Doctoral Student Persistence: Revising Models Using Structural Equation Modeling to Examine Consideration of Departure in Computing Disciplines}, url={http://dx.doi.org/10.1007/s11162-024-09807-5}, DOI={10.1007/s11162-024-09807-5}, journal={Research in Higher Education}, author={George, Kari and Newhouse, Kaitlin N. S.}, year={2024}, month={Jul} }
 @article{lehman_newhouse_sundar_sax_2023, title={Nevertheless, They Persisted: Factors that Promote Persistence for Women and Racially/Ethnically Minoritized Students in Undergraduate Computing}, volume={33}, url={http://dx.doi.org/10.1080/08993408.2022.2086401}, DOI={10.1080/08993408.2022.2086401}, abstractNote={Background and Context As computing fields aim to both expand and diversify, narrowing representation gaps in undergraduate computing majors requires focus on retaining women and racially/ethnically minoritized students to the point of degree attainment.Objective This study addresses the factors that contribute to persistence in computing majors among undergraduate students who took introductory computing courses during the first two years of college.Method Student survey data from 15 research universities in the United States were used to explore differences in persistence patterns by students’ gender and racial/ethnic identities. Further, we used logistic regression to examine factors that promote persistence in computing majors, with attention to conditional effects by gender and race/ethnicity.Findings Results show that women are less likely than men to persist in computing majors two years following completion of the introductory CS course. Findings suggest that proximal socialization experiences, specifically those related to students’ self-confidence, sense of fit, and in-class experiences, are important to student persistence in computing fields. Implications: The results suggest that peer experiences in computing are central to student persistence in the major. Hence, computing departments can act on these findings by strengthening the community within their majors and fostering positive peer interactions among students.}, number={2}, journal={Computer Science Education}, author={Lehman, Kathleen J. and Newhouse, Kaitlin N. S. and Sundar, Sarayu and Sax, Linda}, year={2023}, month={Apr}, pages={260–285} }
 @article{sax_newhouse_goode_nakajima_skorodinsky_sendowski_2022, title={Can Computing Be Diversified on "Principles" Alone? Exploring the Role of AP Computer Science Courses in Students' Major and Career Intentions}, volume={22}, ISSN={["1946-6226"]}, url={https://doi.org/10.1145/3479431}, DOI={10.1145/3479431}, abstractNote={The Advanced Placement Computer Science Principles (APCSP) course was introduced in 2016 to address long-standing gender and racial/ethnic disparities in the United States among students taking Advanced Placement Computer Science (APCS) in high school, as well as among those who pursued computing majors in college. Although APCSP has drawn a more diverse population of course takers than the traditional Advanced Placement Computer Science A (APCSA) course, questions remain about whether the new course portends students’ longer-term interest in computing and technology. This study used data from more than 120,000 first-year college students in the United States to understand the relationship between taking APCSA, APCSP, or both APCS courses and students' aspirations to major in computing or to pursue a computing or technology career. Our results indicated that taking APCSA or taking both APCS courses positively predicted students’ major or career aspirations in computing and technology, but that taking only APCSP did not predict long-term computing interest (although positive associations were identified for women). The findings identify a possible tension in the function of APCSP, as it appears to broaden access to computing knowledge, but may not necessarily encourage longer-term computing aspirations for all groups of underrepresented students.}, number={2}, journal={ACM TRANSACTIONS ON COMPUTING EDUCATION}, author={Sax, Linda J. and Newhouse, Kaitlin N. S. and Goode, Joanna and Nakajima, Tomoko M. and Skorodinsky, Max and Sendowski, Michelle}, year={2022}, month={Jun} }
 @inproceedings{better late than never_2020, url={http://dx.doi.org/10.1145/3328778.3366814}, DOI={10.1145/3328778.3366814}, abstractNote={While introductory computing courses (i.e., CS1) continue to enroll large proportions of first- and second-year computing majors, more non-majors than ever before are enrolling in CS1 at later points in their college careers. These "latecomers" to computing are a unique population that may be more diverse, given that prior research indicates students from historically underrepresented groups often develop an interest in computing later than White and Asian men. Thus, as computing departments grapple with the pressures to broaden participation, latecomers to CS1 may be a population from which to recruit women and underrepresented students of color. Using survey data from a nationwide study of CS1 course takers, this study explores the demographic and academic background characteristics of students who took CS1 in their third year or beyond. We also analyzed the characteristics and CS1 experiences that predict latecomers' decisions to major or minor in computing. Findings indicate that latecomers came from a variety of academic disciplines and were more likely than computing majors who take CS1 courses earlier in college to be women. However, latecomers who were women were less likely than men to be recruited to a computing major or minor. Additional findings and implications for practice are discussed.}, booktitle={Proceedings of the 51st ACM Technical Symposium on Computer Science Education}, year={2020}, month={Feb} }
 @inproceedings{does ap cs principles broaden participation in computing?_2020, url={http://dx.doi.org/10.1145/3328778.3366826}, DOI={10.1145/3328778.3366826}, abstractNote={A major attempt to broaden participation in computer science has centered on the design and development of a new high school Advanced Placement (AP) course, AP Computer Science Principles (CSP). This course was created to intentionally engage a wider and more diverse group of students in learning about computing than those who had historically enrolled in programming-focused AP Computer Science "A" (CSA). After several years in the pilot phase, the course was officially offered by the College Board in 2016-17. This paper uses nationwide Freshman Survey data to examine the demographics and characteristics of students who took either CSA, the new CSP course, or both courses by the time they entered college in Fall 2017. Using crosstabs, z-tests, and one-way ANOVA, this study uncovered the similarities and differences between students who had participated in one or both of these courses. Our findings suggest that while students who took only CSP were more diverse than those who took only CSA, they exhibited less computing confidence and less interest in computing majors and tech careers. This study suggests that while CSP may be recruiting more females and racially diverse students into the course, this course alone may not serve as a direct pipeline into computing majors and careers.}, booktitle={Proceedings of the 51st ACM Technical Symposium on Computer Science Education}, year={2020}, month={Feb} }
 @article{disciplinary field specificity and variation in the stem gender gap_2018, url={http://dx.doi.org/10.1002/ir.20275}, DOI={10.1002/ir.20275}, abstractNote={Abstract}, journal={New Directions for Institutional Research}, year={2018}, month={Sep} }