A review of the literature in broadening participation research in computing and in STEM more broadly reveals that, while substantial research is being conducted focused on students of color and women in computing, there has been little regard for the unique intersection of gender and race experienced by minoritized women (i.e., Black, Latina, Indigenous, Asian). What is needed is a more complex understanding of the experiences of marginalized groups in computing who live at various intersections of racism, sexism, classism, xenophobia, heterosexism, ableism, etc., an area of research called Intersectional Computing. To begin developing a deeper understanding of the factors impacting women of color in computing, the authors decided to first identify which universities are performing well. To this end, an analysis of graduation rates for students at four-year institutions between 2011 and 2018. These data were gathered from the National Center for Education Statistics Integrated Postsecondary Education Data System. A logistic regression analysis was conducted to understand the potential influence of various institutional factors. As a whole, the data suggest that minority-serving institutions (MSIs) outperform non-MSIs in awarding computing degrees to women of color; for women of color as a whole, all MSI designations (except Tribal Colleges and Universities, for which only two institutions have this designation) are associated with higher odds of producing a computing degree. For specific racial/ethnic breakdowns, some MSI designations may have higher odds of awarding a computing degree than others. Moreover, some MSI designations may be associated with lower odds of producing a computing degree to specific groups of women. This paper provides a brief discussion of the particular challenges faced by women of color in computing, details the characteristics of universities with top graduation rates, and discusses what might be learned from these institutions.

Given that all of the US-based business owners ranking in the top 10 of the Forbes billionaires list helped found technology-based companies, tech entrepreneurship presents an almost unmatched potential for social mobility for company founders. Unfortunately, Black entrepreneurs in technology-based businesses receive less than 1% of the venture capital in the US. “Stuck from the start,” is the characterization of the situation that Black entrepreneurs find themselves in while navigating the road to entrepreneurship (Myers and Chan 2017). The challenges faced by Black entrepreneurs stem from institutionalized racism (e.g., discriminatory lending), implicit biases, a lack of mentorship or connection to a larger network of business owners/investors (Fairlee and Robb 2008; Robb et al. 2014), a dearth of culturally-relevant curriculum, a lack of technical support, and other characteristics of the current entrepreneurial ecosystem. For the past three years, the Entrepreneurial Diversity in Information Technology (EDIT) has been iteratively refined to address some of the hurdles faced by Black tech startup founders; technical development, culturally-relevant curriculum, and targeted mentorship. With the ultimate goal of developing a scalable and sustainable model that can bring target communities into the tech-based entrepreneurial ecosystem across Florida, to date, EDIT has supported 43 Black founders in starting their entrepreneurship journey and assisted in the development of 25 technology-based startups. In this paper, we discuss the relevant background, the design-based research methodology utilized to refine the program, and the future directions for the program.

People make mundane and critical consumption decisions every day using choice processes that are inherently constructive in nature, where preferences emerge ‘on the spot’ or ‘on the go’ using multiple strategies based on the task at hand (Bettman, Luce, & Payne, 1998; Sproule & Archer, 2000). This implies that applying a single, invariant algorithm will not solve decision problems that humans face (Tversky, Sattath, & Slovic, 1988). Instead, consumers need adaptive, multi-strategy decision aids since they shift between multiple strategies in a single decision as they acquire increasing information during the decision-making process (Bettman et al., 1998). This paper puts forth a cognitive computing approach to develop and validate a naturalistic decision model for designing language-based, mobile decision-aids (MoDA©) based on adaptive and intelligent information retrieval and multi-decision strategy use. The approach integrates established psychological theories, Elaboration Likelihood Model (ELM) and Construal Level Theory (CLT), to develop the scientific base for predicting decision-making under contingencies. ELM delineates whether human information processing is effortful or heuristic based on a person’s ability and motivation to engage in an object-relevant elaboration (Petty & Cacioppo, 1981). CLT determines whether the cognitive construal of the decision object is abstract or concrete based on psychological distance (Liberman, Trope, & Wakslak, 2007). Integrating the derivatives of these theories, the Human-Elaboration-Object-Construal (H-E-O-C) Contingency Decision Model’s central thesis is that the decision-making strategy employed by a decision-maker can be predicted by using natural language cues to infer the extent of human elaboration (low-high) on the decision and the type of knowledge (abstract-concrete) possessed on the decision object. Specifically, an extensive (vs. limited) decision strategy is likely to be employed when human elaboration revealed through natural language cues is high (vs. low). Further, an attribute-based (vs. alternative-based) strategy may be employed when the cognitive representation of the decision object is abstract (vs. concrete). Based on this theorizing, the H-E-O-C Contingency Decision Model can predict the use of four common decision strategies that systematically differ based on the amount (extensive vs. limited) and pattern (attribute- vs. alternative-based) of processing: Lexicographic or LEX (limited, attribute-based processing), Satisficing or SAT (limited, alternative-based processing), Elimination-by-Aspects or EBA (extensive, attribute-based processing), and Weighted Adding or WADD (extensive, alternative-based processing) (Bettman et al., 1998). To validate the H-E-O-C Contingency Decision Model, we conducted observational studies that simulated in-store purchase decision-making with real consumers. A total of 48 shopping sessions (n = 48) were held in a simulation home improvement retail store, and decision-making dialog between consumers and a customer service agent (trained research assistant) was recorded using wearable voice recorders. To ensure that there were fairly equal numbers of consumers who were either motivated or not to elaborate on their decisions, we created two shopping conditions – low risk (replacement AC filter purchase) and high risk (AC filter purchase to address allergy and asthma). The recorded decision dialogs were first transcribed verbatim, resulting 48 units of analysis, which were then analyzed using the grounded theory approach through open and axial coding processes (Corbin & Strauss, 1990). The open coding first identified the construal level, which was followed by axial coding to infer the decision strategy (LEX, EBA, SAT, or WADD) employed by the consumer at the initial and final stages of decision-making. This process was conducted by two coders with adequate inter-coder reliability. Two different coders coded the transcripts for the elaboration level (low vs. high) of the consumer based on specific definitions, with adequate inter-coder reliability. The H-E-O-C Contingency Decision Model proposes that high elaboration consumers will employ either WADD or EBA, whereas low elaboration consumers will employ either SAT or LEX. This proposition was supported in over 80% of the decision transcripts, offering an important validation of the framework. The main contribution of the H-E-O-C Contingency Decision Model is that it is derived from universal psychological constructs and predicts decision-making strategies that apply to many types of products and services related to healthcare, education, and finance that are characterized by attributes and alternatives. This ensures its broad applicability across a wide variety of disciplines and use cases.

In this paper a novel computer-assisted culturally responsive teaching (CRT) framework is presented for teaching mathematics to 5th grade students. The curricular basis for this framework is Gloria Jean Merriex's award winning curriculum program, which uses music and body gestures to help students build associations between mathematical concepts and culturally inspired metaphors. The proposed framework uses low-cost kinesthetic sensors along with a embodied virtual reality gamimg environment that extends such proven CRT methodologies from a traditional classroom into a digital form. A pilot study was performed to investigate the efficacy of this framework in 5th grade students. A group of 35 students participated in this study and the results are discussed in detail.

Mobile migration is under way with online retail shifting to mobile and in-store shoppers increasingly using their smart phones for decision-making. However, the use of mobile devices to acquire product information in-store often results in information overload and decision abandonment, leading to a retailer's lost opportunity for in-store conversion. Hence, there is a critical need to enhance consumers' abilities to make decisions in-stores, when they lack information, time and cognitive resources. To address this need, we propose a conceptual framework for designing conversational, mobile decision-aids (MoDA), mobile-app based intelligent systems, for in-store shopping, grounded in principles of user- and object-adaptive, intelligent information retrieval and decision strategy.

We designed a naturalistic driving study to compare voice-texting alternatives. The design accounts for the nuances we have discovered through research in our simulations studies and through the literature. We then conducted a pilot study to gauge the practice implications of our design. In this paper, we present the problems we encountered, solutions we developed, and other challenges faced in moving from a simulator experience to a real-world naturalistic study. Leveraging these findings, we put forth a set of design principles that will inform future research endeavors and provide instructions for conducting naturalistic driving studies. We hope this research serves as a comprehensive design guide for an effective naturalistic distracted driving study.

Because many members of the armed services are overseas during elections, they are unable to cast their ballot in person. Although the Uniformed and Overseas Citizens Absentee Voting Act (UOCAVA) gives soldiers located overseas the right to mail in absentee ballots, they are often left uncounted due to issues with shipping. This paper presents Televoting, an approach to Internet voting (E-Voting) modeled after Telemedicine systems that utilizes video communication technology. Televoting attempts to address security issues that have plagued previous E-Voting platforms by producing a paper ballot instead of storing votes on a server. This paper discusses the system design and the voting process users experience when using Televoting.

The overall objective of this research is to design a multimodal system to write-in a candidate's name that addresses the issues of time, privacy, and accessibility. In order to determine if these issues were met, the design is analyzed and compared against alternate methods of writing-in a candidate's name. An experiment was performed to assess two aspects of the multimodal system: speech interaction and switch interaction. The research intends to capture and analyze the efficiency and effectiveness of writing-in a candidate's name anonymously through multimodal interactions. Though the essence of this research embodies universal of design for everyone everywhere, the design and experiments put forth in this paper will focus on the U.S. voting population.

This paper describes the experiences from two week-long service learning trips to Cap-Haitien, Haiti where a small group of computing students, faculty, and volunteers engaged young women from nearby underprivileged villages in computational thinking. Students recognized some of the barriers that must be overcome for a technological transformation of schools and communities in Haiti. Overall, these participating students reported an increased inspiration for computing and higher levels of leadership, communication, and collaboration skills.

Following the belief that diversity breeds innovation in scientific endeavors, there is a national push for more diversity in the science, technology, engineering, and mathematics (STEM) workforce in order to maintain national economic competitiveness. Currently, STEM-related employment is only 28% non-White; however, greater efforts to recruit and retain underrepresented minorities should increase this figure. Amidst the attention given to supporting "leaky pipelines," less emphasis has been placed on mitigating challenges associated with bringing diverse cultures together. This article presents a framework for supporting underrepresented minorities in building STEM-relevant skills and enhancing their ability to collaborate with peers different from themselves.

Our goal in this research is to create a comprehensive framework establishing guidelines for the design of math fluency games for adult learners. Our user-centered design approach consisted of focus groups with students, faculty, and administrators from a two-year and a four-year institution to probe more deeply into the ways students perceive the value of math in everyday activities. Using our comprehensive focus group protocol, we evaluated users’ perception and understanding of culture-based mathematics to determine value-laden game designs that will promote math fluency among developmental math students. During these sessions, we collected quantitative and qualitative data in the form of survey data, play-test data, and field notes. The data speak to various issues such as games as a learning tool, interests and mismatches between designers and the target audience. Moving forward, our research will provide future directions for defining holistic usability by integrating user-centered design and game design.

Alternate Pathways to Careers in Computing: Recruiting and Retaining Women StudentsThe U.S. Department of Labor (2005) has predicted an increase in demand for computersystem analysts (29%), database administrators (37%), and software engineers (38%).Even with these increasing demands, there is a severe lack of representation of minoritywomen in the field. According to a recent National Center for Women in InformationTechnology (NCWIT), although 25% of the current computing workforce are women,Black and Hispanic women make up only 3% and 1% of this population respectively.Numerous reasons have been discussed in the literature for why women do not choosecareers in computing and information technology, including stereotypes of computing asa male field (Martin, 2004; Moorman & Johnson, 2003), lack of desire to sit in front of acomputer all day (Clarke & Teague, 1996), having little prior experience in the field(Buzzetto-More, Ukoha, & Rustagi, 2010), a dearth of role models (Margolis, 2008), anda desire to be in a more people-oriented field (Hall, E. R., & Post-Kammer, P., 1987).Human-Centered Computing (HCC) is a relatively new discipline which attempts tosolve real-world problems through the integration of computing with people, technology,information, policy and, sometimes, culture. Although there are only two other programssimilar to the one at Clemson University specifically, at the Georgia Institute ofTechnology and the University of Maryland at Baltimore County, the field is growingrapidly.In the HCC PhD degree program at Clemson University, students are required to have astrong computing or computation core with training in areas that emphasize people or thehuman condition and research methods for studying people, technology, policy andinformation. In this paper, we first discuss the curricular structure of the PhD program.Next, we will discuss evidence, that although many women choose fields other thancomputing, Human-Centered Computing is well positioned to support the recruitmentand retention of women into computing careers and information technology. In fact, ourHCC program already has the distinction of being the nation’s first, and only, computing(i.e., any computer-science related field) PhD program at a major research institution thathas a majority African-American and majority female enrollment.

Long wait times at the voting polls has grown to be one of the biggest issues in the United States (U.S.) voting process. To address this issue, Balloting is presented as part of a solution to speed up the voting process. The Balloting process gives the voter an opportunity to electronically mark a ballot at his/her convenience, print the completed ballot in the form of a Quick Response (QR) code, and on Election Day, the voting machine is used to scan the voter's QR code, which brings up the voter's prior completed ballot for review and modification before officially casting the ballot. A preliminary study was conducted to measure the efficiency of Balloting compared to other methods of voting. As hypothesized, the study revealed that Balloting significantly reduced voting time, which consequently reduces long wait times at the voting polls.

As technology is increasingly incorporated into our everyday lives, technological fluency, the ability to create and express with technology, becomes increasingly important. Further, engaging students to create technologies that can impact their own communities helps them become civically engaged, 21st-century citizens. Two case studies are presented, one in Birmingham, Alabama and another in the Republic of Haiti, where technology fluency development was integrated with community engagement. We present student projects developed in the MIT-developed Scratch programming language, including their envisioned solutions to healthcare and electricity. We also make recommendations for how other practitioners might cultivate these types of environments.

The rapid growth and short history of e-Learning technologies and the desire to see these technologies integrated into the learning process have caused a lack of specific guidance and firm foundation of principles on which to base instructional choices. Lessons cultivated in the Learning Sciences about the cultural influences of learning provide a foundation for the development of e-Learning resources. A clear understanding of the cultural impacts on e-Learning resource appropriation is necessary to direct research and to provide designers with clear guidelines for instructional design for distance education. The purpose of this research is to determine how e-Learning can be appropriately designed to cultivate the learning process and abet the retention of engineering students of African descent.

The goal of this paper is to present the three experiences of the large-scale deployment of the One Laptop Per Child (OLPC) XO laptops in the Republic of Haiti, Birmingham, Alabama, and Mongolia. These experiences provide an overview of XO integration, in an effort to present both successes and challenges that can occur during such endeavours. While each deployment faced its own set of challenges, there were consistent lessons across each implementation to be drawn for large-scale deployments of innovative technologies.

This dissertation presents the design, implementation, and evaluation of the novel Cultural based Computing for Adult Learners (C-CAL) system, a self-directed online learning application utilizing culture to support adult learners in grasping computing concepts. C-CAL contains four major components – Culture Inquiry Form, Cultural Data Mining, Links for Learning, and Learning Modules – seeking to enhance the learning experience of non-traditional adult learners.Through a series of experiments, the C-CAL system has been found to be a viable alternative to introducing computing concepts to adult learners. As a result, using the general technology acceptance model (TAM), there was no statistical difference between the C-CAL system and traditional, non-culturally engaging methods currently used in regards to perceived ease of use and perceived usefulness. Thus indicating the C-CAL system performed just as well as traditional methods. However, C-CAL was consistently rated higher than the control on along all measures. Thus indicating the C-CAL system is a feasible system to utilize, whose benefits can manifest itself in the array of adult learners returning to education. This dissertation work demonstrates a deepening effort in applying culture norms and understanding to the design of computing technology, which will allow for more empowered uses of technology for learning and innovations among adult learners.

The need for delivering quick and accurate information to first responders, such as law enforcement officers, is important for providing them with the resources needed to do their jobs safely and effectively. The common method of information exchange from officers to emergency dispatchers is problematic in that response time and communicative consistency can result in inaccurate or untimely information. Although information requests by officers currently require the use of defined alpha codes to ensure the accuracy of vehicle license plate sequences, the proper use is inconsistent. We introduce in this paper an adaption of VoiceLETS, [1] which provides an algorithm to detect and predict license sequences without the use of alpha codes. Preliminary testing of this algorithm showed a 34.2% increase in the accuracy of tag query results. There was also a correction accuracy of 95.35% when the system attempted to correct misinterpreted characters within a query. Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. To copy otherwise, to republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. ACMSE '10, April 15--17, 2010, Oxford, MS, USA

research-article Share on Interacting with public policy: Driving transportation policy through technological innovation Authors: Juan E. Gilbert Clemson University Clemson UniversityView Profile , Aqueasha M. Martin Clemson University Clemson UniversityView Profile , Wanda Eugene Auburn University Auburn UniversityView Profile , Hanan Alnizami Clemson University Clemson UniversityView Profile , Wanda Moses Clemson University Clemson UniversityView Profile , Deidra Morrison Clemson University Clemson UniversityView Profile Authors Info & Claims InteractionsVolume 17Issue 4July + August 2010pp 42–48https://doi.org/10.1145/1806491.1806502Published:01 July 2010Publication History 3citation860DownloadsMetricsTotal Citations3Total Downloads860Last 12 Months58Last 6 weeks5 Get Citation AlertsNew Citation Alert added!This alert has been successfully added and will be sent to:You will be notified whenever a record that you have chosen has been cited.To manage your alert preferences, click on the button below.Manage my AlertsNew Citation Alert!Please log in to your account Save to BinderSave to BinderCreate a New BinderNameCancelCreateExport CitationPublisher SiteGet Access