- Consider student interests when planning assignments
Students learn more when what they are learning is relevant to their life experiences or personal or professional goals. Use a short survey on the first day of class to have students rate their interest in current topics (e.g., AI, social media, app design, music, film, health, sports, robotics); then use the results to connect assignments and examples to topics of most interest to students.
- Emphasize that intellectual capacity — like a muscle — increases with effort
Many students think that intelligence is fixed — "you either have it or you don't." This view can limit achievement when assignments are tough and when negative stereotypes exist about the ability of "people like me" to succeed in computing. Regularly reinforce the idea that computing knowledge and skills are proficiencies that can be acquired with practice and study.
- Provide early and consistent feedback on assignments
When returning assignments, be sure to report the mean, the standard deviation, and the grade expected of someone who is doing well in the class. With this information, students can make reasonable judgments about their progress and whether to stay in or leave the major. Without this feedback, some students might underestimate their own performance.
- Praise and encourage your students
Some students will view professors' lack of encouragement as discouragement. Positive feedback can go a long way in maintaining confidence and helping a student to stay on track. Encouragement can be as simple as saying, "You did well on this assignment. Keep up the good work."
- Connect students to faculty
Both student-student and student-faculty interaction lead to student retention. But some students are reluctant to approach faculty. Remember to invite all students to events and activities rather than just those students who gravitate to you.
- Build collaboration into your classroom and curriculum
When students work together, they find out what their classmates know, develop relationships naturally, and build a sense of community within the group. Examples of collaborative learning opportunities include peer-led team learning, peer instruction, small-group student discussion or ungraded problem solving, and pair programming.
- Routinely discuss the options, advantages, and rewards of computing careers
A boost in motivation never hurts! Slip in relevant anecdotes or facts about why a career in computing is worth working toward. Tell students about your own career path and experiences, including any difficulties you may have overcome.
- Steer clear of stereotypes embedded in assignments and examples used in lecture
Stereotypical associations (e.g., you’re either a math person or you’re not) can harm student performance and motivation by reducing feelings of competence and trust in others. Stereotype threat, an awareness of others' low expectations for "people like me," can prompt students to set harsher standards for their work and to opt out if they can't live up to them.
- Treat all students as individuals
Avoid calling attention to students on the basis of their backgrounds. Even well-intentioned comments can backfire if they promote stereotypes or treat students as representatives who can speak for an entire group.
- Track student recruitment and retention
Track trends in applications, admissions, acceptances, enrollments, and persistence in the major. This information will help your department determine whether its practices are working and how to tweak those practices to improve student success.
