University computer science courses are essential in guiding students toward exciting careers in technology and science. However, many women and underrepresented students often reflect on their interest in STEM fields during their college years, leading them to shift away from these paths. Researchers at the University of Delaware are working to change that. They are finding new ways to help instructors support all students and encourage them to stay engaged in the field.
Teomara Rutherford, an associate professor at the University of Delaware, along with her colleagues, examined how student motivation changes in first-year computer science classes. They discovered that while students’ views on the value of computer science might dip over the semester, their feelings of belonging and confidence in their abilities tend to grow. These motivating factors are crucial as they directly link to how well students perform in the course.
Rutherford emphasizes the importance of creating a supportive environment. “Our research shows that certain aspects of motivation, such as understanding the course’s significance, can improve performance. Instructors can enhance motivation by clearly demonstrating why the coursework matters and making it more engaging,” she said.
To gather insights, they surveyed over 500 students throughout the semester, asking about their interest, sense of belonging, and confidence. Interestingly, female, trans, and non-binary students initially reported lower feelings of belonging compared to their male peers. However, by the semester’s end, these differences had nearly disappeared, showcasing positive growth in confidence and belonging among these groups.
The study also highlighted important connections between motivation and success. Students who viewed the course as crucial and felt personally invested tended to perform better. Many students began to identify themselves as computer scientists, linking their learning to their personal and professional identities.
On the flip side, some factors that motivate students dropped over time. Many felt that the course’s value lessened, and those who felt emotionally drained were more likely to struggle academically. “It’s common for students to experience some fatigue as the semester progresses,” Bart, who co-authored the research, noted. “Most students still feel they can succeed, but their enthusiasm may wane a little by the end.”
Based on these findings, the researchers suggest that instructors should help students see how computer science applies to real-world careers. This might mean introducing hands-on projects that connect learning to specific job paths or inviting alumni to share their experiences.
To support students facing emotional challenges, instructors could encourage skill-building activities like time management and self-reflection. For instance, sharing how they overcame personal obstacles can foster resilience and better self-regulation skills.
“Our aim is to make our courses better using this data,” Bart explained. They are exploring projects that focus on real-life skills that cater to their diverse student population. For example, last fall, students could choose to create a web application or a tool for hiding messages in images, allowing them to explore topics of personal interest while learning important concepts.
Chad Lowe, an academic advisor in the department, has noticed a growing interest in computer science. He points out that connecting course materials to future job opportunities is crucial for retention. “Since spring 2023, we’ve seen a 14% increase in enrollment for the computer science minor,” Lowe shared. “This shows students are recognizing the importance of computer science in every industry.”
Through this research, the University of Delaware aims to inspire and retain diverse students in computer science, ensuring they understand the relevance and potential of their studies.
